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THE 
NTERNATIONAL 



^f^^^^^A^ CIRCULAR _^^,, 
INFORMATION 



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ORRESPONDENCE 
CHOOLS.SC'^T. 




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PA USA 




SYSTEM OF HOME STUDY 

THE PEDAGOGICS OF 

Arithmetic, Grammar, History, Orthography, 

Geography, Civics, Rhetoric. 





16899 
FOR whom' DESIGNED 

The Correspondence School of Pedagogy is a practical and thorough system 
of home instruction, without loss of time from work, for : 

TEACHERS OF SCHOOL SUPERINTENDENTS, TEACHERS IN 

Arithmetic, SCHOOL PRINCIPALS, Public Graded Schools, 

Grammar, STUDENTS IN District Schools, 

Orthography, Academies, High Schools, 

Geography, Colleges, Academies, 

U. S. History, High Schools, Private Schools, 

U. S. Civil Government, Normal Schools, Manual Training Schools, 

Rhetoric, Technical Schools, Night Schools, 

PRIVATE TUTORS, 

and for all others -wlio intend to teacli tlie brandies mentioned or allied 
branches. It is intended to furnish such reviews, suggestions, and instruc- 
tion In methods of teaching- as will be of material and practical help to all 
classes of actual or Intending teachers. 



JUDGE US BY OUR WORK. 

One good way to form an opinion of our Schools is to send to us for a 
free sample copy of HOME STUDY MAGAZINE, our new monthly for 
students of technical subjects. Most of the articles In It are written 
by the Instructors and Illustrated by the Draftsmen and Artists ot the 
Schools. Every drawing and Illustration In It Is made with pen and ink 
in our ow^n establishment, and the reproductions are zinc etchings made 
by photographic process. Compare the Illustrations and the clearness 
and completeness of the descriptions of HOME STUDY MAGAZIJSTB with 
the best w^ork of similar character to be found any-where, and Just as 
they bear the mark of superiority, so does everything else connected with 
our Institution. Refer our drawings to any engineer and he will at once 
admit their superiority. 

TESTIMONIALS. 

On application, w^e w^ill send to any address a book of Testimonials from 
students residing in all sections of the United States, Canada, and Mexico, 
containing their indorsement of the Schools and system of instruction. 



REFERENCES. 



Further, to p.ersons thinking of enrolling as students, we will send the 
name and address of a student living in the same neighborhood, w^hom 
they can consult or correspond with as to the practicability of the method 
of teaching and the value of the Instruction imparted. 



FINANCIAL STANDING. 

The Colliery Engineer Company, proprietors of The International Cor- 
respondence Schools, are Incorporated under the laws of Pennsylvania, 
and have a Credit Bating in the Mercantile Agencies of R. G. Dun <fe Co. 
and Bradstreet of from $300,000 to $500,000. 



REMITTANCES. 

Remit by Express Money Order, P. O. Money Order, Bank Draft, or 
Registered Letter. Bank Drafts, Express Money Orders, and P. O. Orders 
should be made payable to the order of THE COIiLJERY ENGINEER CO., 
SCRANTON, PA. 

Entered according to the Act of Congress, in the year 1898, by Thb Colliery Enginbbb 
COMPANY, in the ofl&ce of the Librarian of Congress, at Washington. 



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A^ 



ANNOUNCEMENT. 



THIS CIRCULAR CONTAINS: 

FIRST : — A description of the courses of instruction in The Inter- 
national Correspondence Schools, with a list of the instructors, 
and statements of what classes the different courses are designed 
for ; and a table showing the number of students enrolled, and 
the states and countries in Avhich they reside. It also contains 
a brief history of the Schools, and a full description of the 
method of teaching employed. It shows how admirably the 
method meets the requirements of those who, for want of time 
and means, cannot attend regular schools ; and calls attention 
to its original features, which make it more thorough and prac- 
tical than correspondence instruction as conducted in other 
institutions ; to its superiority over the reading of ordinary 
textbooks ; and to the magnificent opportunities our Schools 
offer men in isolated localities, those of mature years, teachers 
and other professional workers, to make up deficiences in educa- 
tion or to increase their acquirements in technical or professional 
knowledge. It gives the requirements for admission, rules for 
enrolling, prices of scholarships, and other expenses, and infor- 
mation regarding diplomas and certificates of proficiency granted. 

SECOND : — Details of the course of study in the Pedagogics of 
English Branches ; the price of the scholarship and of the 
separate studies ; terms of payment ; diploma granted, etc. , 
together with a statement relating to the teacher's work, point- 
ing out the advantages of the Pedagogics of English Branches 
Course for principals and superintendents of schools, state and 
county superintendents, public school teachers, teachers in 
private schools and academies, private tutors, teachers in manual 
training schools, college students, etc. Sample pages from some 
of the papers conclude the contents of this circular. 



TABLE OF CONTENTS. 

, , ■ ' ' ■ PAGE. 

THE INTERN^ATIOXAI. C0RRESP0:N^DE]S^CE SCHOOLS 4 

FACULTY AND ORGAIVIZATION 5 

CLASSIFIED LIST OF STUDENTS AND GRADUATES • 20 

History 21 

Method of Teaching 22 

How the Student Studies 22 

How the Instructors Aid the Student 23 

The Textbooks 23 

Information Blank 24 

Advantages of Correspondence Instruction 25 

Students Need Not Leave Home or Lose Time From Work ... 25 

Prepares for Written Examinations 25 

Preparation and Revision of Textbooks 27 

Thoroughness of the System 27 

Compared With Regular Schools 27 

Correspondence Lessons Require Close Attention 27 

Nothing Interrupts the Work 27 

Books, Transportation, Board, and Other Expenses Saved ... 28 

Competent Instructors 28 

Much Better Than Home Study With Textbooks 28 

Cheaper 28 

Provides an Order of Studies 28 

Value of an Hour 28 

A Help to Teachers 29 

All Important Data Epitomized 29 

Successful Men Hard Students 29 

Suited to Those of Mature Years 29 

No One Too Old to Learn 29 

Mental Powers Improve with Age 29 

Average Age of Our Students 29 

Adapted to Those Living in Isolated Localities 30 

Especially Suited to Teachers 30 

Students in All Parts of the AVorld 30 

Rules for Enrolling 30 

Application Form 30 

Certificate of Scholarship 31 

Prices of Scholarships 31 

Cost of Paper on Which to Write Answers 33 

Postage on Answers Sent to the School 33 

Diplomas and Certificates of Proficiency 33 

ii 



PAGE. 

THE CORRESPOXDEXCE SCIIOOE OF PEDAGOGY 35 

PnoBLE.MS OF Tkachers 35 

We Can Help Teachers 35 

Need of Variety of Methods 35 

The Teacher's Work 36 

For School Principals 39 

For School Superintendents 41 

For State and County Superintendents 43 

For Public School Teachers 43 

For Teachers in Villages and Country Districts 44 

For Teachers in Private and Preparatory Schools and Academies . 45 

For Private Tutors 47 

For Teachers in Night Schools 48 

For Teachers in Manual Training Schools 48 

For College Students 48 

The Teacher "Who Knows It All" 50 

A Good Way to Use Vacations 50 

The Pedagogics of English Branches Scholarships 52 

Pedagogics of Arithmetic 52 

Pedagogics of Grammar 53 

Pedagogics of History 54 

Pedagogics of Orthography 55 

Pedagogics of Geography' 56 

Pedagogics of Civics 57 

Prices of the Scholarship 57 

Time Required to Complete the Course 58 

Catalogue of Studies 59 

Sample Pages of Instruction and Question Papers 63 

Special Prices for Two or More Scholarships to the Same Person . 71 

Price to Students Who Wish to Enroll in Other Scholarships . . 71 

Charge for Transferring Scholarships 71 

PRICE LIST OF WRITING 3IATERIAES A^n^D SCHOOE 

REQUISITES '1 

Writing Paper 71 

Pens, Penholders, and Outfits 71 

Rubber Hand Stamps 72 

Binders for Instruction and Question Papers 72 

Fountain Pens 72 

iii 



THE INTERNATIONAL CORRESPONDENCE SCHOOLS, 

SCRANTON, PA., U. S. A. 

INCLUDING: 

The Correspondence School of Mines, 

The Correspondence School of Mechanics, 

The Correspondence School of Steam Engineering, 

The Correspondence School of Electricity, 

The Correspondence School of Architecture, 

The Correspondence School of Plumbing, Heating, and Ventilation, 

The Correspondence School of Civil Engineering, 

The Correspondence School of Railroad Engineering, 

The Correspondence School of Bridge Engineering, 

The Correspondence School of Municipal Engineering, 

The Correspondence School of Hydraulic Engineering, 

The Correspondence School of English Branches, 

The Correspondence School of Bookkeeping and Stenography, 

The Correspondence School of Sheet Metal Pattern Drafting, 

The Correspondence School op Pedagogys 

The Correspondence School of Chemistry. 

THE COLLIERY ENGINEER COMPANY, 

PROPRIETORS. 

T. J. FOSTER, Manager and Treasurer. 



BOSTON AGENCY, 

218 Tremont Street, Boston, Mass. 



HARTFORD AGENCY, 
27 Stearns Building, Hartford, Conn. 



NEW YORK AGENCY, 

14 East Seventeenth Street, New York, N. Y. 



PHILADELPHIA AGENCY, 

137 South Twelfth Street, Philadelphia, Pa. 



PITTSBURGH AGENCY, 

Room B, Park Building, Pittsburgh, Pa. 



BUFFALO AGENCY, 

428 Ellicott Square, Buffalo, N. Y. 



CLEVELAND AGENCY, 

507 Mohawk Building, Cleveland, Ohio. 

CHICAGO AGENCY, 

202 Monadnock Block, Chicago, III. 



ST. LOUIS AGENCY, 

608 Union Trust Building, St. Louis, Mo. 



All of the above agencies are open day and evening. Visitors welcome. We are always 
glad to explain the methods of the Schools to any one. Come and ask us to tell you about the 
greatest school in the world. 



FACULTY AND ORGANIZATION. 



T. J. FOSTER, 

Manage)-. 

J. J. CLARK, M. E., 

Assistant Manager. 



TEXTBOOK DEPARTMENT. 

CARL G. BARTH, Mechanical Engineer, 
Professor of Applied Mechanics. 

G. A. GOODENOUGH, B. S., 
Professor of Theoretical Mechanics. 

H. ROLFE, Mechanical Engineer, 
Professor of Steam Engineering. 

E. W. ROBERTS, M. E., 
Professor of Physics. 

. WILLIAM TATE, E. M., F. G. S., 
Professor of Mining Engineering. 

A. LLANO, C. E., 
Professor of Civil Engineering. 

GEORGE McC. ROBSON, M. A., 

Professor of Mathematics. 

L. L. LOGAN, E. M., 
Professor of Mine Surveying. 

LOUIS ALLEN OSBORNE, 
Professor of Architectural History and Design. 

WILLIAM A. GORMAN, 

Professor of Architectural Draiving. 

CLENDINEN A. THOMPSON, 
Professor of Constructive AH. 

MAURICE M. SLOAN, 
Professor of Iron and Steel Construction. 

S. ALAN SLOAN, 
Professor of Quantity Surveying. 

CHARLES J. ALLEN, 
Professor of Drawing. 

ERNEST K. RODEN, Lieut. S. N. R., 
Professor of Navigation. 

KEMPSTER B. MILLER, M. E. 
Professoi' of Telegraphy and Telephony. 



ILLUSTRATING DEPARTMENT. 



CHAS. J. HAYES, 

Chief- 



DRAFTSMEN. 



John A. Gkening, 
D. Comings, 
Rudolph Presch, 
Michael J. Scanlon, 
Henky Litt, 
Emil Moodv, 



Robert Yarrow, Kensington Art Schools. 



Harry Artley, 
Walter C. Fellows, 
Adam Kaufman, 
Fred. G. Waring, 
Milton O'Connellv 
E. H. Marot, 



INSTRUCTION DEPARTMENT. 



THE SCHOOL OF MATHEMATICS AND PHYSICS. 



FRED. V. MOSS, M. S., Principal. 



A. C. GOLLIGAN, 

M. E. Hurst, 
S. L. Coleman, 
C. R. O'Hara, 



instructors : 



H. E. Chamberlin. 



A; T. Mahon, 
B. A. By^ron, 
J. A. Walton, 
L. L. Weaver, 



SPECIAL INSTRUCTORS 



G. M. Freeman, 
0. V. Maloney, 
G. E. McDermott, 
N. M. Cadden, 



A. E. BRECK, 

Chief. 



M. Boland. 



C. M. Kimble, 
M. R. Horan, 
J. E. Gavigan, 
C. M. Relph, 



The subjects taught in this Scliool are inchided in the work of the Courses of the other 
Schools and will be found in their proper places, as Mathematics and Physics form the basis 
for most of the industrial sciences. 



THE SCHOOL OF DRAWING. 



L. H. KJELLSTEDT, C. I., Principal. 



F. M. Scott, 
C. Cokely', 
F. I. Mellon, 
M. D. Murphy, 
C. B. Edson, 



instructors : 



A. A. Callahan. 



N. LOFTUS, 

L. McAndeew, 
M. D. Langan, 
A. Williams, 
A. C. Blewitt, 



The Drawing and Designing Scholarships are described in the various Schools in which 
they are classified. Nearly every Scholarship has drawing in it, on account of the importance 
of this art in all the industrial sciences. 



THE CORRESPONDENCE SCHOOL OF MECHANICAL ENGINEERING. 

C. p. TURNER, M. E., Principal. 



L. E. Rafter, 
M. J. Brennan, 
G. W. Shopland, 

Complete Mechanical Scholarship. 

SUBJECTS TAUGHT : 



INSTRUCTORS : 



Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Algebra, 
Logarittims, 
Geometry and 
Trigonometry. 

Advanced Division. 
Elementary Mechanics 
Hydromechanics, 
Pneumatics, 
Heat. 



Drawing Div'sion. 
Geometrical Drawing, 
Mechanical Drawing 
(Mechanical Divi- 
sion). 

Technical DIv sion. 
Steam and Steam 

Engines, 
Strength of Materials, 
Applied Mechanics, 
Steam Boilers, 
Machine Design, 
Dynamos and Motors. 



Those who will be most likely to be inter- 
ested in this scholarship are machinists, 
machine-shop lalx)rers, inventors and design- 
ers, tool makers, rolling-mill workers, pattern 
makers, and draftsmen : shop foremen, super- 
intendents, and master mechanics ; manufac- 
turers, salesmen, and inspectors of machinery 
and boilers ; office men in establishments man- 
ufacturing machinery ; mechanics of all kinds. 



J. C. Mahon, 

I. G. SOMMARS, 

M. M. McLaughlin. 

and their sons, and mechanical apprentices. 
The student will obtain a good knowledge of 
the principles governing the action and opera- 
tion of steam engines and boilers, the strength 
of materials, valve diagrams, governors, the 
measurement of power, etc. 



Mechanical Drawing Scholarship. 

SUBJECTS TAUGHT : 

Preparatory Division. Drawing Division. 

Arithmetic. { Geometrical Drawing, 

Mechanical Drawing 
Intermediate Division. (Mechanical Divi- 

Formulas, 
Mensuration. 



sion). 



This course is intended for those persons who 
desire to obtain a knowledge of how to repre- 
sent on paper the details of machines. Few 
realize the importance of acquiring a knowl- 
edge of drawing. It is the basis of all mechan- 
ical work ; a knowledge of it is essential in 
many. Our method of teaching drawing is 
original and practical, and is unsurpassed 
by any School in the world. 



THE CORRESPONDENCE SCHOOL OF STEAM ENGINEERING. 

C. p. TURNER, M. E., Principal. 

INSTRUCTORS : 



L. E. Rafter, 
M. J. Brennan, 
G. W. Shopland, 

Stationary Engineers' Scholarship. 



SUBJECTS TAUGHT ; 



Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Formulas, 
Mensuration. 

Advanced Division. 
Mechanics. 

Drawing Division. 
Geometrical Drawing, 



Mechanical Drawing 
(Stationary Divi- 
sion). 



Technical Division. 

Steam and Steam En- 
gines (Stationary 
Division), 

Steam Boilers (Station- 
ary Division), 

Dynamos and Motors. 



When a student has completed the Stationary 
Engineers' Course he is able to make engineer- 
ing calculations, when rules and formulas are 
given ; understands how to set and run valves 
to the best advantage, and can take and read 
indicator cards ; he understands the principles 
and construction of the condenser, the injec- 
tor, the steam pump and steam boiler, and will 
be able, upon completing the course, to pass 



J. C. Mahon, 

I. G. SOMMARS, 

M. M. McLaughlin. 

any examination required for obtaining 
license as a stationarj' engineer. 



Marine Engineers' Scholarship. 

SUBJECTS TAUGHT : 



Preparatory Division. 

Arithmetic. 
Intermediate Division. 

Formulas. 
Mensuiation. 

Advanced Division. 
Mechanics. 

Drawin; Division. 
Geometrical Drawing, 



Mechanical Drawing 
(Marine Division). 



Technical Division. 

Steam and Steam 
Boilers (Marine 
Division), 

.Steam Engines 

(Marine Division), 

Dynamos and Motors. 

Marine engineers, and other employes on 
steam vessels, will find this course almost indis- 
pensable in preparing to pass examinations 
for marine engineers' licenses. It gives them 
a thorough knowledge of the theory of marine 
engineering, and qualities them to make good 
drawings of their engines and to quickly 
repair breakdowns at sea. 



THE CORRESPONDENCE SCHOOL OF STEAM ENGINEERING.— Continued. 
Locomotive Engineers' Scholarship. Refrigeration Scholarship. 



SUBJECTS TAUGHT : 



Drawing Division. 

Geometrical Drawing, 

Mechanical Drawing 
(Locomotive Divi- 
sion). 
Teclinical Division. 

Steam and Steam 
Engines, 

Locomotives, 

Dynamos and Motors. 



Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Formulas, 
Mensuration. 

Advanced Division. 
Mechanics. 

The elementary instruction in this course is 
full and complete and is exactly what the 
student needs. In the later papers, the loco- 
motive is taken up in detail, and the student 
is told, in a clear and concise manner, all that 
he needs to know regarding valve gears, com- 
bustion, generation of steam, tractive power, 
etc. The different types of locomotives and 
cars are illustrated and described, and every 
part of a locomotive is named and its use 
explained. Our description of the operation 
and construction of air brakes, vacuum brakes, 
etc., is the best in print. 



Traction Engineers' Scholarship. 



SUBJECTS TAUGHT 

Preparatory Division. 
Arithmetic. 

Intermediate Division 
Formulas, 
Mensuration. 

Advanced Division. 
Mechanics. 



Drawfing Division. 
Geometrical Drawing, 



Mechanical Drawing 
(Stationary Divi- 
sion). 



Technical Division. 
Traction and Portable 

Engines, 
Traction and Portable 

Machinery. 



This course has been prepared by the assist- 
ant superintendent of one of the largest 
manufacturers of traction engines and farm 
machinery in the United States. The papers 
especially pertaining to traction engines and 
farm machinery cover the subject thoroughly, 
are intensely practical in their nature, and 
contain exactly what any person wants who 
operates traction engines or has anything to 
do with farm machinery. 



SUBJECTS 

Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Mensuration, 
Elementary Algebra 
and Trigonometric 
Functions, 
Logarithms. . 

Advanced Division. 
Elementary Mechanics 



TAUGHT : 

Pneumatics, 
Heat. 

Drawing Division. 
Geometrical Drawing, 
Mechanical Drawing 
( Stationary Divi- 
sion). 

Technical Division. 
Ice Making and Refrig- 
erating Machinery. 

This course has been prepared by an engi- 
neer who has had a wide experience in con- 
nection with refrigerating machinery, and 
who made a special study of the subject of 
refrigeration while pursuing his course at 
college. All the different methods of refriger- 
ation are explained in detail. Our papers on 
this subject are more practical and cover in 
greater detail the subject of refrigeration and 
refrigerating machinery than any textbook 
published in the English language. 



Gas Engineers' Scholarship. 



SUBJECTS 
Preparatory Division. 
Arithmetic. 

Intermediate Division. 

Mensuration, 
Elementary Algebra 

and Trigonometric 

Functions, 
Logarithms. 

Advanced Division. 
Elementary Mechanics 

The student who finishes this scliolarship 
will be able to make engineering and mechan- 
ical calculations, when rules and formulas are 
given, and to make neat and finished draw- 
ings ; will understand gas, gasoline, and oil 
engines; can estimate the size of engine 
required for a given power ; will know how 
to select a good engine, set it up, start and run 
it without trouble, and can promptly locate 
and remedy defects. 



Pneumatics, Gas, and 

Petroleum, 
Heat. 

Drawing Division. 
Geometrical Drawing, 
Mechanical Drawing 
(Stationary Divi- 
sion). 

Technical Division. 
Gas, Gasoline, and Oil 
Engines. 



THE CORRESPONDENCE SCHOOL OF ELECTRICITY. 

W. H. DONNER, E. E., Principal. 



S. J. Gavan, 
A. A. HiNE, 



INSTEUCTORS : 



N. Hart, 

A. L. NiCOLS. 



Electrical Scholarship. 

SUBJECTS TAUGHT : 



Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Mensuration, 
Elementary Algebra 
and Trigonometric 
Functions. 



Advanced Division. 

Elementary Mechanics 

Drawing Division. 
Geometrical Drawing, 
Mechanical Drawing 
(Electrical Divi- 
sion). 



Technical Division. 

Principles of Electric- 
ity and Magnetism. 

Electricity Measure- 
ments, 

Batteries, 



Applied Electricity, 
Power Transmission, 
Electric Railways, 
Electric Lighting, 
Design of Continuous- 
Current Dynamos 
and Motors. 



This course is intended for those who desire 
to begin the study of electrical subjects as soon 
as possible and therefore desire to eliminate 
all instruction in mathematics, physics, and 
mechanics not absolutely essential to an 



THE CORRESPONDENCE SCHOOL OF ELECTRICITY. -Continued. 



understanding of those subjects. As it is 
impracticable to give instruction in either tlie 
principles of alternating-current apparatus or 
its design without more advanced instruction 
in mathematics and physics than the Electrical 
Course provides, those who desire instruction 
in the design of alternating-current apparatus 
will be obliged to take the regular Electrical 
Engineering Course. 



Electrical Engineering Scholarship. 



SUBJECTS TAUGHT : 



Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Algebra, 
Logarithms, 
Geometry and 
Trigonometry. 

Advanced Division. 
Elementary Mechanics 
Hydromechanics, 
Pneumatics, 
Heat. 

Drawing Division. 
Geometrical Drawing, 



Strength of Materials, 
Applied Mechanics, 
Steam Boilers, 
Machine Design. 



Electrical Section. 
Principles of Electric- 
ity and Magnetism, 
Electrical Measure- 
ments, 
Batteries, 

.A-Pplied Electricity, 
Power Transmission, 
/Electric Railways, 
Electric Lighting, 
Design of Continuous- 
Current Dynamos 
and Motors, 
Principles of Alterna- 
ting-Currents, 
Design of Alternating- 
Current Apparatus. 



Mechanical Drawing \i 
(Mechanical Divi- ' 
sion). 

Technical Division. 
Mechanical Section. 
Steam and Steam 
Engines, 

After completing this course the student 
will be qualified, as far as theoretical education 
is concerned, to manage manufactories of 
electrical goods, and to operate and install 
electrical machinery. This course is intended 
for consulting engineers, superintendents and 
foremen of electrical establishments, electrical 
factory artisans, civil and other engineers, 
draftsmen, machinists, inventors, patent law- 
yers, teachers of electrical science ; also for 
workmen connected with electric lighting and 
railway companies, who wish a knowledge of 
the principles of the design and construction 
of apparatus under their charge. It is a com- 
plete and thorough course of study in Electri- 
cal Engineering. 

Electric Power and Lighting 
Scholarship. 

SUBJECTS TAUGHT : 

Preparatory Division. Drawing Division. 

Arithmetic. Geometrical Drawing, 

Mechanical Drawing 
Intermediate Division. (Electrical Divi- 

Formulas, sion). 

Mensuration. Technical Division. 

Dynamos and Motors, 
Advanced Division. idectric Lighting, 
Mechanics. Electric Railways. 

The Electric Power and Lighting Scholarship 
is intended for superintendents and managers 
of electric-light and power plants and electric 



railways, for dynamo tenders, linemen, wire- 
men, and workers in'electrical industries; for 
those engaged in the installation and operation 
of electrical machinery and equipment. It 
embraces instruction in the principles and con- 
structionof dynamos and motors; thearrange- 
mentand the equipmentof,and the distribution 
of power from, central stations are covered in 
detail, including the construction of pole lines 
and conduits. The principles of arc and incan- 
descent lamps are fully explained, and both 
street and interior wiring and lighting are 
taught. The construction, equipment, and 
operation of electric street railways is treated in 
accordance with the most approved methods. 

Electric Lighting Scholarship. 

SUBJECTS TAUGHT : 
Preparatory Division. | Advanced Division. 



Arithmetic. 



Mechanics. 



Intermediatt Division. Technical Division. 

Formulas, Dynamos and Motors, 

Mensuration. , Electric Lighting. 

Those who work in electric-lighting plants 
or on the outside equipment will find that this 
course will qualify them to intelligently and 
efficiently do any of the work in connection 
with these plants. 



Electric Railways Scholarship. 

SUBJECTS TAUGHT : 

Preparatory Division. Advanced Division. 



Arithmetic. 



Mechanics. 



Intermediate Division. Technical Division. 

Formulas, Dynamos and Motors, 

Mensuration. Electric Railways. 

This course gives employes in electrical rail- 
way power plants and barns, conductors, 
motormen, and outside men, that thorough 
knowledge of the machines and the force they 
handle which is necessary to their advance- 
ment. 

Electric Mining Scholarship. 

SUBJECTS TAUGHT : 



Electric Coal Cutting 
Machinery and 
Dynamo Shot 
Firing, 

Electric Hauling, 
Hoisting, and 
Signalling, 

Electric Pumping and 
Lighting. 



Preparatory Division. 
Arithmetic. 

Intermediate Division. 
FormulaSj 
Mensuration. 

Technical Division. 

Dynamos and Motors, 

The applications of electricity to mining 
have become so numerous and have been so 
widely adopted as to beget on the part of both 
mining and electrical men a demand for what 
has already become a very attractive specialty. 
The course above outlined is the most com- 
plete treatise relating to the installation, 
operation, and maintenance of Electric Mining 
Machinery ever prepared, and is the epitome 
of the experience of the most progressive 
mining corporations. 



10 



THE CORRESPONDENCE SCHOOL OF ELECTRICITY.— Continued. 



Telegraphy Scholarship, 

SUBJECTS TAUGHT : 



Preparatory Division. 
Arithmetic. 



Advanced Division. 
Elementary Mechanics 



Technical Division. 

.Principles of Electric- 
Intermediate Division, ity and Magnetism, 
Mensuration, I Electrical Measure- 
Elementary Algebra I ments, 
and Trigonometric I Batteries, 
Functions. | Telegraphy. 

The object of the above course in technical 
telegraphy is to make the student thoroughly 
acquainted with every feature of telegraph 
and cable work, and to qualify him to fill any 
position in the profession to which he may 
aspire. Every telegrapher will find it to his 
advantage to take this course. 



This course is intended for telephone experts, 
inspectors, and managers, and persons who 
wish to qualify to fill such positions. Every 
ambitiouis person connected with the telephone 
business, no matter how familiar he may be 
with certain features of the work, will find it 
to his advantage to take this course. 



Telephony Scholarship. 

SUBJECTS TAUGHT : 



Preparatory Division. 

Arithmetic. 



Intermediate Division. 

Mensuration, 
Elementary Algebra 

and Trigonometric 

Functions. 



Advanced Division. 
Elementary Mechanics 

Technical Division. 

Principles of Electric- 
ity and Magnetism, 

Electrical Measure- 
ments, 

Batteries, 

Telephony. 



Electrotherapeutics Scholarship. 

SUBJECTS TAUGHT : 

Technical Division. 
Electrophysics, j Electrotherapeutics, 

Electrophysiology, j General and 
Electrodiagnosis, | Special. 

Our Electrotherapeutics Course was prepared 
by men of high professional rank and of abun- 
dant experience acquired by study and prac- 
tice in this special line. It is intended only for 
physicians, surgeons, nurses, and other persons 
of medical training. 



Wiring and Bell Work Scholarship. 

SUBJECTS TAUGHT : 

Preparatory Division, i Advanced Division. 
Arithmetic. j Electric- Light Wiring 

Intermediate Division, i and Bell Work. 
Formulas, ' ' 

Mensuration. j 

This course is intended primarily for gas- 
fitters, plumbers and others who do house 
wiring and bell work as a side line, but it will 
also be found of benefit to any electrical 
worker engaged in similar work. * 



THE CORRESPONDENCE SCHOOL OF ARCHITECTURE. 

W. SCOTT-COLLINS, Architect, Principal. 

INSTRUCTOR : 
L. M. DONNEGAN. 



Complete Architectural Scholarship 

SUBJECTS TAUGHT : 
Preparatory Division. 



Arithmetic. 

Intermediate Division. 
Formulas, 
Geometry and 
Trigonometry. 

Advanced Division. 



Joinery, 
Stair Building, 
Architectural 

Engineering, 
Ornamental Iron Work, 
Roofing, 
Plumbing and Gas 

Fitting. 
Sheet Metal Work, 



Elementary Mechanics Heating and Ventila- 
Hydromechanics, tion. 

Pneumatics. Electric Light Wiring 

nr,,.,i™» n?,.icinn andBcllWork, 

Drawing Division. Painting and Decora- 
Geometrical Drawing, , ting. 
Architectural Drawing I • 

Part 1, I Office Practice Section. 

Ornamental Drawing, History of Architecture 
Architectural Drawing; Architectural Design, 

Part 2. ; Specifications, 

Technical Division. Building 

Buimng Trades Seciton. I pertaite^Cont?acte,^etc. 
Masonry, Estimating and Calcu- 

Carpentry, I lating Quantities. 



The above course is intended to qualify 
those who complete it to design architectural 
structures of any class, to select the proper 
materials for various purposes, to superintend 
the erection of buildings, to draw up contracts, 
and to make reliable estimates. The course 
is recommended for architects, clerks, and 
draftsmen in architects' oflices, contractors 
and builders, building inspectors, clerks of 
works, insurance inspectors and adjusters, and 
all vvho wish, or need, a thorough education 
in the profession of architecture. 



Architectural Drawing and Designing 
Scholarship. 

SUBJECTS 
Preparatory Division. 

Arithmetic. 
Intermediate Division. 

Formulas, 
Mensuration. 

Drawing Division. 
Geometrical Drawing, 



TAUGHT : 
Architectural Drawing 

Part 1, 
Ornamental Drawing, 
Architectural Drawing 

Part 2. 

Technical Division 
History of Architecture 
Architectural Design. 



11 



THE CORRESPONDENCE SCHOOL OF ARCHITECTURE.— Continued. 



This course is intended for all ayiprentices 
and mechanics, employed either in the office 
of the architect or in the shop or yard of the 
wood or stone worker. Persons who wish to 
qualify themselves to become architectural 
draftsmen, or to fill other positions in archi- 
tects' offices, will find this course exactly 
suited to their needs, as well as a good begin- 
ning for the study of architecture itself. 



Architectural Drawing Scholarship. 

SUBJECTS T.\rGHT : 
Preparatory Division. Drawing Division. 

Arithmetic. Geometrical Drawing, 

Architectural Drawing 
Intermediate Division. Parti. 

Formulas, 
Mensuration. | 



This scholarship is intended for carpenters, 
joiners, cabinet makers and hardwood workers, 
stair builders, .«tone cutters, masons, plasterers, 
housesmiths.etcetc, who do not wish to take 
our Complete Course in Architecture or to qual- 
ify themselves to become Architectural Drafts- 
men, but desire to obtain a sutlicient knowledge 
of mathematics to thoroughly understand the 
calculations connected with" their respective 
trades, and of architectural drawing to qualifj' 
them to make smooth and accurate drawings 
of the plans, sections, and details of carpentry, 
masonry, and iron work, and the plans, sec- 
tions, aiid elevations of buildings. All classes 
of building mechanics will find it to their ad- 
vantage to take our Architectural Drawing 
Course. It will prove the surest road to a posi- 
tion at the top of the ladder. Even the most 
ambitious, e. g., those who desire to become 
Architects, can use it as a stepping stone 
toward the object of their ambition. 



THE CORRESPONDENCE SCHOOL OF CIVIL ENGINEERING. 

BENJAMIN F. LARUE, C. E., Principa'. 



L. Rechsteiner, 
B. E. Conger, 

M. L. MOFFITT, 



INSTRUCTORS : 



J. M. Thomas, 
C. Schubert, 
M. A. Callahan. 



Civil Engineering Scholarship. 



SUBJECTS TAUGHT 



Bridge Engineering Scholarship. 



Preparatory Division. 
Arithmetic. 

Intermediate Division. 

Algebra, j 

Logarithms, I 

Geometry and 

Trigonometry. 

Advanced Division. 
Elementary Mechanics 
Hydromechanics, 
Pneumatics, 
Heat. 

Drawing Division. 
Geometrical Drawing, 
Mechanical Drawing, 

(Bridge Division). 

Technical Division. 
Naiu ral Scimre Sectio7i. 
Descriptive Astronomy 
Elementary Chemistry 
Economic Cieology of 

Coal, 
Economic Geology of 

Metals, 
Blowpiping, 
Mineralogy. 

Bridge Section. 
Elementary Graphical 

Statics, 
Strength of Materials, 
Analysis of Stresses, 



Proportioning the Ma- 
terial, 

Details of Construction 

Details. Bills, and Esti- 
mates. 

Steam Engineering 
Section. 

Steam and Steam 
Engines, 

Steam Boilers, 

Locomotives. 

Railroad Section. 
Surveying, 
Land Surveying, 
Mapping, 

Railroad Location, 
Railroad Construction, 
Track Work, 
Railroad Structures. 

Municipal Section. 
Drainage, 
Sewerage, 

Streets and Highways, 
Paving. 

Hydraulic Section. 
Waterwheels, 
Hydraulic Machinery, 
Water Supply and 

Distribution, 
Irrigation. 

Electrical Section. 
Dynamos and Motors, 
Electric Lighting, 
Electric Railways. 



SUBJECTS TAUGHT : 

Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Algebra, 
Logarithms, 
Geometry and 
Trigonometry. 



Mechanical Drawing 
(Bridge Division). 



Advanced Division. 



Technical Division. 
Elementary Graphical 

Statics, 
Strength of Materials, 



Elementarv Mechanics Analysis of Stresses, 
Hvdromeehanics, Proportioning the 

Pneumatics. Material, 

„. . . Details of Construction 

Drawing Division. Details, Bills, and 

Geometrical Drawing, Estimates. 

The- Bridge Engineering Scholarship is 
intended for those who desire to obtain a 
knowledge of the yirinciples of bridge design 
and construction. The course covers the 
general design of bridges, and at the same 
time enters into a fuller and more complete 
consideration of the designing of practical 
shop details than any other literature on the 
subject. 

Surveying and Mapping Scholarship. 

SUBJECTS TAUGHT : 
Preparatory Division. Drawing Division. 



Arithmetic. 

Intermediate Division 
Formulas, 
Geometry and 

Trigonometry, 
Logarithms. 



Geometrical Drawing. 



The Complete Civil Engineering Scholarship 
embraces all the subjects taught in The Corre- 
spondence School of Civil Engineering. 



Technical Division. 
Surveying, 
Land Surveying, 
Mapping. 

The various branches of surveying and the 
art of making maps are taught in such a 
manner as to thoroughly qualify for practical 
work in both field and office. 



12 



THE CORRESPONDENCE SCHOOL OF CIVIL ENGINEERING.— Continued. 



Railroad Engineering Scholarship. 



SUBJECTS TAUGHT ; 



Mechanical Drawing 
(Bridge Division). 



Technical Division. 
Strength of Materials, 
Surveying, 
Land Surveying, 
Mapping, 

Railroad Location, 
Railroad Construction, 
Track Work, 
Railroad Structures. 



Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Algebra, 
Logarithms, 
Geometry and 
Trigonometry. 

Advanced Division. 
Elementary Mechanics 
Hydromechanics, 
Pneumatics. 

Drawing Division. 
Geometrical Drawing, i 

This scholarship constitutes a complete 
course of instruction in the survey, location 
and construction of railroads, and is of great 
value, not only to those who contemplate 
becoming railroad engineers, but to those 
already engaged in the practice of civil engi- 
neering. 

Hydraulic Engineering Scholarship. 



SUBJECTS 
Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Algebra, 
Logarithms, 
Geometry and 
Trigonometry. 

Advanced Division. 
Elementary Mechanics 



Hydraulics, 

Pneumatics. 

Drawing Division. 

Geometrical Drawing, 

Mechanical Drawing 
(Hydraulic Divi- 
sion ) . 
Technical Division. 

Strength of Materials, 

Surveying, 



Surveying and 
Mapping, 

Steam and Steam 
Engines, 

Steam Boilers, 



Water Wheels, 
Hydraulic Machinery, 
Water Supply and 

Distribution, 
Irrigation. 



The Hydraulic Engineering Scholarship is 
intended for, and of value to, those interested 
in water works, water wheels, hydraulic 
machinery and the development of water- 
power. The young man in search of a profes- 
sion, the draftsman, surveyor, or mechanic in 
search of promotion, and the practicing civil 
engineer in search of a paying specialty, will 
find this branch of civil engineering fast com- 
ing into prominence. 



Mechanical Drawing 
(Municipal Divi- 
I sion). 



Technical Division. 
Strength of Materials, 
Surveying, 



Municipal Engineering Scholarship. 

SUBJECTS TAUGHT : 
Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Algebra, 
Logarithms, 
Geometry and 
Trigonometry. 

Advanced Division. ,. j -„. - ■ ■ 
Elementary Mechanics ^^,'£f4''^^y'°S- 
Hydromechanics, SSe, 

Pneumatics. !sewera|e, 

Drawing Division. jStreetsand Highways, 
Geometrical Drawing, Paving. 

The Municipal Engineering Scholarship is 
intended for those who aim to become profi- 
cient in those matters of Municipal Engineer- 
ing relating to sewerage, drainage, pavements, 
and the general arrangement of streets and 
blocks, and the location, construction, and 
maintenance of streets and highways. 



THE CORRESPONDENCE SCHOOL OF CHEMISTRY. 

G. H. DIMPFEL, Ph. D., Principca. 

INSTKUCTOR : 

H. J. Kewish. 



Chemistry, Including Qualitative and 
Quantitative Analysis Scholarship. 

SUBJECTS TAUGHT : 
Preparatory Division. | Advanced Division. 
Arithmetic. Physics. 



Intermediate Division. 
Elementary Algebra 
and Trigonometii 
Functions. 



Technical Division. 
Theoretical Chemistry, 
Inorganic Chemistry, 
Organic Chemistry, 
Qualitative Analysis, 
Quantitative Analysis. 



This course will qualify any student who 
has studied the Papers carefully and performed 
the experiments and analyses, to fill a position 
as chemist in chemical works, such as acid 
works, soda works, paint and aniline factories, 
sugar manufacturing and refining plants, fac- 



tories for the production of fertilizers, etc., and 
in Board of Health Departments. It will 
enable him to successfully pass the Civil Ser- 
vice examination for the post of "Chemist" 
under the United States Government, or to fill 
any chemist's position. 



Chemistry, Including Qualitative 
Analysis Scholarship. 

SUBJECTS TAUGHT : 
Preparatory Division. Advanced Division. 

Arithmetic. Physics. 



Intermediate Division. 

Elementary Algebra 
and Trigonometric 
Functions. 



Technical Division. 
Theoretical Chemistry, 
Inorganic Chemistry, 
Organic Chemistry, 
Qualitative Analysis. 



13 



THE CORRESPONDENCE SCHOOL OF CHEMISTRY.— Continued. 



This course is of value to drug clerks and 
such other persons as may have occasion to 
ascertain of what substances certain materials 
are composed, but do not care to know the 
proportions in which such substa"nces are 
present. 

Inorganic and Organic Chemistry 
Scholarship. 

SUB,JECTS TAUGHT : 

I Intermediate Division. 
Preparatory Division. Elementary Algebra 
Arithmetic. and Trigonometric 

Functions. I 



Advanced Division. 
Physics. 



I Technical Division. 
Theoretical Chemistry, 
Inorganic Chemistry," 

(Organic Chemistry." 

This scholarship is elementary and is not 
intended to make a man a chemist. It is 
designed merely for those who wish to increase 
their general fund of information, or to pre- 
pare for examinations in the subject of elemen- 
tary chemistry, or for those who wish to review 
what they have previously learned. Students 
entering academies and colleges, who desire to 
take advanced standing, or who are behind 
their classes in chemistry, will find this course 
of value. 



THE CORRESPONDENCE SCHOOL OF MINES. 

COAL MINING DIVISION. 



J. T. BEARD, E. M., Principal. 



L. V. Malia, 
N. L. Reardon, 

M. A. O'DONNELL, 



INSTRUCTORS : 



L. E. O'Neill, 
L. F. Clark, 
M. A. Lynch. 



A. C. Thompson, 



metal MINING DIVISION. 

J. E. DWELLE, E. M., Principal. 

INSTRUCTORS : 

F. H. Lkrchen, E. M., 
S. G. Dougherty. 



Full Mining Scholarship. 

SUBJECTS T.\UGHT : 



Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Formulas, 
Geometry and 
Trigonometry. 

Advanced Division. 
Gases Met With in 

Mines, 
Mine Ventilation, 
Economic Geology of 

Coal. 

Drawing Division. 
Geometrical Drawing, 
Mine Surveying and 

Mapping. 

Technical Division. 

Coal Mining Section. 

Prospecting for Coal, 

Shafts, Slopes, and 
Drifts, 

Methods of Working 
Coal Mines. 

3Iine Mechanical Section. 

Mechanics, 

Steam and Steam 
Boilers, 

Steam Engines, 

Air and Air Compres- 
sion, 



Hydromechanics and 

Pumping, 
Haulage, 
Hoisting and Hoisting 

Appliances, 
Mining Machinery, 
Percussion Drills, 
Surface Arrangements 

of Bituminous 

Mines, 
Surface Arrangements 

of Anthracite 

Mines, 
Dynamos and Motors, 
Electricity Applied in 

Mining Operations. 



Metal Mining Section. 
I Blowpiping, 

Mineralogy, 

Assaying, 

Economic Geology, 

Prospecting, 

Placer and Hydraulic 
Mining, 

Preliminary Openings, 

Permanent Openings, 

Methods of Working 
Metal Mines, 

Crushing, Sizing, Con- 
centrating, and 
Amalgamating 
1 Machinery. 



This scholarship is the most comprehensive 
course in mining to be had anywhere. The 
student completing it knows thoroughly the 
theory of metal mining, assaying, prospecting, 
and coal mining, and has the intellectual 
equipment necessary for a position as a mining 
engineer in any class of coal or metal mining 
operations. 



Complete Coal Mining Scholarship. 

SUB,IECTS TAUGHT : 



Preparatory Division. 

Arithmetic. 

Intermediate Division. 
Formulas, 
Geometry and 
Trigonometry. 

Advanced Division. 
Gases Met With in 

Mines, 
Mine Ventilation, 
Economic Geology of 

Coal. 

Drawing Division. 
Geometrical Drawing, 
Mine Surveying and 

Mapping. 

Technical Division. 

Coal Mining Section. 
Prospecting for Coal, 



Shafts, Slopes, and 

Drifts, 
Methods of Working 

Coal Mines. 

3fine Mechanical Section, 

Mechanics, 

Steam and Steam 

Boilers, 
Steam Engines, 
Air and Air Compres- 
sion, 
Hydromechanics and 

Pumping, 
Haulage, 
Hoisting and Hoisting 

Appliances, 
Mining Machinery, 
Percussion Drills, 
Surface Arrangements 
! of Bituminous 

Mines, 
Surface Arrangements 

of Anthracite 

Mines. 



14 



THE CORRESPONDENCE SCHOOL OF MINES.— Continued. 



The student who finishes this course obtains 
a better education in the theory of coal mining, 
than he can obtain in any college, or by 
reading textbooks, and is qualified to pass the 
examination for mine inspector in any state or 
country. 

Mine Mechanical Scholarship. 

SUBJECTS TAUGHT : 
Preparatory Division. Air and Air Compres- 



sion, 
Hydromechanics and 

Pumping, 
Haulage, 
Hoisting and Hoisting 

Appliances, 
Mining Machinery, 
Percussion Drills, 
Surface Arrangements 

of Bituminous 

Mines, 
(5SSD(S).^Burfa.eA^a^ments 

Technical Division. Mines, 

Steam and Steam Dynamos and Motors, 

Engines, Electricity Applied in 

Steam Boilers, \ Mining Operations. 

The student who masters this course will be 
thoroughly informed in the mechanical engi- 
neering of collieries and metal mines. 



Arithmetic. 

Intermediate Division. 
Formulas, 
Mensuration. 

Advanced Division. 
Mechanics. 

Drawing Division. 
Geometrical Drawing 
Mechanical Drawing 



Metal Prospectors' Scholarship. 

SUBJECTS TAUGHT : 



Preparatory Division. 
Blowpipiug. 

Advanced Division. 
Mineralogy, 
Assaying, 



Economic Geology. 

Teclinical Division. 

Prospecting, 
Placer and Hydraulic 
Mining. 

The Metal Prospectors' Scholarship includes 
instruction in the composition, characteristics, 
occurrence, and appearance of ores of com- 
mercial value and enables one to tell from the 
appearance of the region over which he is 
passing whether it is worth while to halt and 
look for mineral. The student is also given 
instruction in blowpiping and assaying (sub- 
jects beyond the ken of the average old-time 
prospector) and in placer and hydraulicmining. 
Special attention is paid to the working of 
placer deposits in regions where, as in the 
Yukon Valley, the water is often scarce and 
the ground is" frozen. 



Metal Mining Scholarship. 

SUBJECTS TAUGHT : 

Preparatory Division. Placer and Hydraulic 



Mining, 
Preliminary Openings, 
Permanent Openings, 
Methods of Working 

Metal Mines, 
Crushing, Sizing, Con- 
centrating, and 
Amalgamating 
Machinery. 

J/i??e Mechanical Section. 

Mechanics, 

Steam and Steam 

Boilers, 
Steam Engines, 
Air and Air Compres- 
sion, 
Hydromechanics and 

Pumping, 
Haulage, 
Hoisting and Hoisting 

Appliances, 
Percussion Drills. 
Everything, from the initial work of pros- 
pecting to crushing, sizing, and concentrating 
the ores, including the most approved methods 
of mining and the application of steam, com- 
pressed air, electricity and water, is clearly 
and concisely treated "upon. Special attention 
is paid to "mine machinery, and the latest 
improvements in the equipment of placer mines 
are described and explained. 



Arithmetic. 

Intermediate Division. 

Formulas, 
Geometry and 
Trigonometry. 

Advanced Division. 
Blowpiping, 
Mineralogy, 
Assaying, 
Economic Geology. 

Drawing Division. 
Geometrical Drawing, 
Mine Surveying and 

Mapping. 

Technical Division. 

Metal Mining Section. 
Prospecting for Gold 
and Silver, 



Short Coal Mining Scholarship. 

SUBJECTS TAUGHT : 



Preparatory Division. 

Arithmetic. 

Intermediate Division. 
Mensuration and 
Trigonometric 
Functions. 



Technical Division. 
Economic Geology of 

Coal, 
Prospecting for Coal, 
Shafts, Slopes, and 

Drifts, 
Methods of Working 

Coal Mines, 
Mine Surveying, 
Mine Machinery. 



Advanced Division. 
Gases Met With in 

Mines, Etc., , 

Mine Ventilation. 

This course is intended for those whose time 
for study is very limited and contains only 
what is absolutely necessary to qualify persons 
to act as inine officers or to "pass the mine fore- 
men's examinations. 



THE CORRESPONDENCE SCHOOL OF PEDAGOGY. 

WILLIAM B. RIDENOUR, A. M., Principal. 



Pedagogics of English Branches 
Scholarship. 



SUBJECTS TAUGHT : 



Technical Division. 

Pedagogics of 
Arithmetic, 



Pedagogics of 
Grammar, 

Pedagogics of 
Geography, 



Pedagogics of U, S. | Pedagogics of 

History, Orthography, 

Pedagogics of Civics, | Pedagogics of Rhetoric. 
This scholarship is intended to take the 
place of the training received in Normal 
schools. It is designed to give an accurate 
idea of the methods that have been found by 
actual trial in the schoolroom to be of most 
practical value, and is an epitome of the 
experience of the most successful teachers of 
America, England, France, and Germany. 



J5 



THE CORRESPONDENCE SCHOOL OF SHEET METAL PATTERN DRAFTING. 

A. LANGERFELD, Principal. 



Sheet Metal Pattern Drafting 
Scholarship, 



SUBJECTS TAUGHT \ 



Preparatory Division. 
ArithDietic. 

Intermediate Division. 
Mensuration, 
Elementary Plane 

Geometry, 
Practical Plane 

Geometry, 
Elementary i^olid 

Geometry. 

Drawing Division. 
Elementary Free-Hand 
Drawing, 



Elementary Instru- 
mental Drawing. 

Technical Division. 
Practical Projection, 
Developments. 
Reading Working 

Drawings, 
Laying Out Patterns, 
Patterns for Plain and 

Bent Work, 
Patterns for Formed 

Work, 
Properties of Materials. 

This course is intended for all the classes 
mentioned under the head of "Tinsmith's 
Pattern Cutting Scholarship," and in addition 
for pattern draftsmen, coppersmiths, ship- 
wrights, boat builders, braziers, brass fitters, 
hammerers, aluminum workers, silversmiths, 
goldsmiths, designers of architectural metal 
work, designers of mechanical metal work, 
silverware designers, plated ware designers, 
chandelier designers, lamp designers, metal 
piattern makers', lamp makers, chandelier 
makers, plumbers, boiler makers, tank and 
stack builders, and all who wish to learn to 
design work of a certain capacity or strength. 
It will enable them to make, not only ordinary 
bent or rounded work, but such work as must 



be hammered, swaged, swelled, formed, or 
pressed into the required shape. 



Tinsmiths' Pattern Cutting Scholar- 
ship. 

SUBJECTS TAUGHT : 

Preparatory Division. lElementarv Instru- 

Arithmetic. i mental Drawing. 



! Technical Division. 
Practical Projection, 
Developments, 
Reading Working 

Drawings, 
Laying Out Patterns, 
Patterns for Plain and 

Bent Work. 



Intermediate Division. 
Elementary Plane 

Geometry, 
Practical Plane 

Geometry, 
Elementary Solid 

Geometry. 

Drawing Division. 
Elementary Free-Hand j 
Drawing, 1 

This course is designed for persons who wish 
to learn to lay out patterns from such data 
or working drawings as usually accompany 
orders for plain tin, sheet iron, and other shee"t 
metal work of the kind which is merely cut, 
bent, and then seamed, riveted, soldered or 
brazed together. This course is particularly 
intended for tinsmiths, furnace setters, blower- 
pipe and conveyor makers, architectural 
metal workers, cornice makers, skylight and 
showcase makers, metal roofers, hardware 
merchants, and tinsmiths' apprentices. The 
Tinsmiths' Pattern Cutting Scholarship pro- 
vides thorough instruction in those principles 
of pattern cutting which are common to all the 
sheet metal working trades. 



THE CORRESPONDENCE SCHOOL OF PLUMBING, HEATING, AND 

VENTILATION. 

T. N. THOMSOISI, Sanitary Engineer, Principal. 

INSTRUCTOR : 

E. E. Fassett. 



Sanitary Plumbing, Heating, and 
Ventilation Scholarship, 



SUBJECTS TAUGHT : 



Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Formulas, 
Mensuration. 

Advanced Division. 
Mechanics. 

Drawing Division. 
Geometrical Drawing, 



Mechanical Drawing 
(Sanitary Division). 

Technical Division. 

Plumbing and Gas Fit- 
ting Section. 
Plumbing and 

Drainage, 
Gas and Gas Fitting, 
Electric Light Wiring 

and Bell Work. 



Heating and Ventilation Steam Heating, 

Section. i Hot-Water Heating, 

I Furnace Heating, 
Principles of Heating j Ventilation of Build- 
and Ventilation, | ings. 

This course of study is a combination of the 
Sanitary Plumbing, Gas Fitting, and Heating 
and Ventilation Scholarships ; contains all the 
subjects tauKht in them, and is a comprehen- 
sive and valuable course. It is intended for 
those who, in addition to a regular plumbing 
business, are also interested in gas fitting, 
steam and hot- water heating, pipe fitting, etc., 
and, as far as theoretical education is con- 
cerned, will qualify to fill any position in the 
plumbing, gas fitting, or heating and ventila- 
tion industries. 



16 



THE CORRESPONDENCE SCHOOL OF PLUMBING, HEATING, AND VENTILATION.— Continued. 



Sanitary Plumbing and Gas Fitting 
Scholarship. 



(Sanitary Division). 



SUBJECTS TAUGHT : 

Preparatory Division. Mechanical Drawing 
Arithmetic. 

Intermediate Division. 
Formulas, 
Mensuration. 

Advanced Division. 
Mechanics. 

Drawing Division. 
Geometrical Drawing, 



Technical Division. 
Plumbing and 
Drainage, 
Gas and Gas Pitting, 
Electric Light Wiring 
and Bell Work. 
This course is intended for those who wish 
to study plumbing and gas fitting alone. It is 
particularly adapted to all plumbers and 
plumbers' helpers. It will greatly assist ap- 
prentices and helpers to rapidly become expert 
journeymen, and hence to receive full wages ; 
and it will enable all who complete it to pass 
any examinations required to procure licenses. 

Sanitary Plumbing Scholarship. 

SUB.TECTS 'taught : 
Preparatory Division, i Drawing Division. 

Arithmetic. 
Intermediate Division. 

Formulas, 

Mensuration. 

Advanced Division. 
Mechanics. 



Geometrical Drawing, 
Mechanical Drawing, 
( Sanitarj- Division ) . 

Technical Division. 
Plumbing and 
I Drainage. 



The student after completing this course is 
able to make the necessary calculations rela- 
ting to pumps, boilers, tanks, pressure of water, 
flow of water through pipes, strength of pipes, 
cylinders and other materials, etc. He under- 
stands the principles of plumbing, is able to 
make plans and drawings of the plumbing and 



drainage of buildings, and is qualified, as far 
as theoretical education is concerned, to 
undertake the design and execution of such 
work. 

Heating and Ventilation Scholarship. 



SUBJECTS TAUGHT 
Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Formulas, 
Mensuration. 

Advanced Division. 
Mechanics. 

Drawing Division. 
Geometrical Drawing, 



Mechanical Drawing 
( Sanitary Divi- 
sion). 

Technical Division. 
Principles of Heating 

and Ventilation, 
Steam Heating, 
Hot-Water Heating, 
Furnace Heating, 
Ventilation of Build- 
ings. 



Pipe fitters, steam fitters, furnace men, and 
others who desire a knowledge of the science 
of heating and ventilation, will find this 
course admirably adapted to their wants. 



Gas Fitting Scholarship. 

SUBJECTS TAUGHT : 



Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Formulas, 
Mensuration. 

Advanced Division. 
Mechanics. 



Drawing Division. 
Geometrical Drawing, 
Mechanical Drawing 
(Sanitary Divi- 
sion). 

Technical Division. 
Gas and Gas Fitting, 
Electric Light Wiring 

and Bell Work. 



This course covers in a practical way the 
whole of the theory of gas fitting, and in addi- 
tion comprises instruction in house wiring and 
bell work. 



THE CORRESPONDENCE SCHOOL OF ENGLISH BRANCHES. 

C. W. FAUST, M. OF E., Principal. 



B. C. Conger, 



INSTEUCTOES : 



L. F. Eppling. 



English Branches Scholarship. 

SUBJECTS TAUGHT : 



Preparatory Division. 
Arithmetic. 



Penmanship or Letter 

Writing, 
Grammar, 
Geography, 
U. S. History, 
U. S .Civil Government 



Intermediate Division 
Spelling, 

This course is designed to give a good general 
education to workingmen and others who 
either could not or would not study in their 
youth, and is well suited to the purpose for 
which it was designed . Any one who wishes 
an education in these subjects, and is not so 



situated as to attend school, will do well to 
enroll in this course. 

The student who completes this course has a 
clear understanding of arithmetic, the rules 
governing the formation and pronunciation of 
words and is able to spell ; understands the 
rules of grammar, can capitalize and punctu- 
ate correctly and properly compose sentences 
and paragraphs. He has a clear idea of the 
geography of the world, and a knowledge of 
the plan of government and history of our 
country. The instruction and practice of pen- 
manship puts him on the road to become a 
first-class penman, and in letter writing he is 
taught to compose and arrange without error, 
business and social letters, telegrams, etc. 



17 



THE CORRESPONDENCE SCHOOL OF BOOKKEEPING AND 
STENOGRAPHY. 



R. Wesley Kellow, 



N. H. PROUTY, Principal. 

INSTRUCTORS : 



George H. Gibbs. 



Complete Commercial Scholarship, j Bookkeeping and Business Forms 
SUBJECTS TAUGHT : Scholarship. 



Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Spelling, 
Penmanship, 
Grammar. 

Advanced Division. 
Letter Writing, 



Single Entry 
Bookkeeping. 

Technical Division. 
Double Entry 

Bookkeeping, 
Opening, Closing, and 

Changing Books, 
Stenography. 

The student v,ho receives instruction in »11 
the subjects of this course has a complete 
knowledge of business arithmetic in all iis 
branches and is able to apply his knowledge 
to any line of business ; is able to spell 
correctly ; understands the rules of grammar 
and their application ; can capitalize and 
punctuate correctly, and can properly com- 
pose sentences and arrange paragraphs. The 
instruction and practice in penmanship puts 
him on the road to become a first-class pen- 
man ; in letter writing he is taught to compose 
and arrange in proper form business and social 
letters, telegrams, etc. ; he has a knowledge of 
the forms and papers used in business, is qual- 
ified to keep any set of books, whether single 
or double entry, or to change from one system 
to the other, and has a knowledge of shorthand 
that will fit him for a position as an amanuen- 
sis and give him a good foundation upon which 
t } build a career as a professional reporter. 



SUBJECTS TAUGHT : 



Technical Division. 
Double Entry 

Bookkeeping, 
Opening, Closing, and 

Changing Books. 



Preparatory Division. 
Arithmetic. 

Intermediate Division. 
Penmanship. 

Advanced Division. 
Single Entry 
Bookkeeping. 

This course is intended to prepare students 
to fill positions as bookkeepers and general 
office assistants. 



Complete Stenographic Scholarship. 

SUBJECTS TAUGHT : 

Preparatory Division. ' Advanced Division. 



Spelling. 

Intermediate Division. 
Penmanship, 
Grammar. 



Letter Writing. 

Technical Division. 
Stenography. 



This course is designed to prepare students 
for the duties of stenographers and is one of 
the best courses of instruction in this line ever 
offered to the public. 



Certificate of Progress Department. 

FOR the purpose of promoting the interests of our students with their 
emploj-ers and with those from whom they seek employment, we have 
organized a new Department in our Scliools, known as tlie Certificate 
of Progress Department. 

The same energy and ability which have made our Institution noted for 
promptness, accuracy, and success, will make this Department efficient. 

DIVISION OF COURSES. 

As a first step in the organization of the new Department, we have marked 
off each of the courses into Divisions. The subjects which are included in the 
several Divisions of each Course are shown on the preceding pages. 

THE CERTIFICATES OF PROGRESS. 

For every Division of his Course through which a student passes hereafter, 
he will receive a Certificate of Progress, stating that he has successfully com- 
pleted the studies embraced in that Division. These Certificates of Progress 
will be issued under seal and will bear the signature of the Principal of the 
School. They will be handsomely lithographed. 

SERVICES FREE OF CHARGE. 

Every student who has completed, or may hereafter complete, the work 
of a Division of his Course, will be permitted to avail himself, free of charge, 
of the services of this new Department. 

NOTICES TO EMPLOYERS. 

As often as you complete a Division of your Course and receive a Certifi- 
cate of Progress therefor, the new Department will notify your Employer, or 
Foreman, or Superintendent, or such other person as you may desire, of your 
progress. It will send such notices for every Division passed, and when you 
have finally completed your Course and been awarded your Diploma, it will 
also send notice of that fact. 

ASSISTANCE IN CHANGING SITUATIONS. 

If you are making application for a new situation, the new Department 
will, at your request, write to as many different persons or companies and as 
often as you may desire, describing your educational qualifications for the 
situation you may be seeking. 

NO ACTION WITHOUT YOUR PERMISSION. 

As one of the rules of our Institution is to conduct the work of the student 
with the greatest possible privacy, we will only notify Employers, Foremen, 
Superintendents, etc., of your advancement in your studies upon your per- 
mission so to do. Therefore, with each Certificate of Progress issued we will 
18 



send a blank form of request, which, if you desire to do so, you are at liberty 
to fill out and return to us. When these requests are received we will take 
pleasure in communicating with your Employer, or Foreman, or Superinten- 
dent, as the case may be. If you desire assistance in changing your situation 
you must send us a similar request. 

A FREE EMPLOYMENT BUREAU. 

We are in communication with many of the leading industries in the 
United States, and will leave no stone unturned to keep in close contact with 
all the principal employers in the trades and professions represented by our 
Courses. The great majoritj^ of employers, when the thoroughness and com- 
pleteness of our work is demonstrated to them, appreciate at once the advan- 
tages sure to follow to tlieir employes and themselves from a higher standard 
of education, and manifest a disposition to heartily cooperate with us. When 
they want new employes, many of these employers write to us for assistance 
in obtaining them, and this assistance is rendered without charge to either 
employer or employe. While it is impossible for us to promise situations to 
any one, tliere is no doubt that we will be able to place, from time to time, 
many students in very desirable positions. In fact, without inviting applica- 
tions to supply employes, we have in years past been able to greatly benefit 
many of our students by finding them responsible and well paid positions. 

THE CHIEF BENEFIT. 

Where the new Department will do the most good to our students will be 
in bringing to the attention of their present employers the fact that they are 
students in our Schools and are making progress in their studies. There is 
not one Employer, Foremen, Superintendent, Manager, Master Mechanic, or 
Chief Engineer out of a thousand but will single out for promotion that 
employe who, with a laudable ambition to increase his knowledge and 
improve his capabilities, and at the same time increase his earning power, is 
devoting to study the hours which would otherwise be used in rest or 
recreation. 

TAKE NOTICE. 

The services of this new Department are only for Active students. By an 
Active student we mean one who has completed the studies of either the 
Preparatory Division or the Drawing Division of his course. We purpose to 
show an interest in the welfare of students who show sufficient interest in 
their own welfare to study. We have a special School Button for Active 
students which we furnisli free on application. 



19 



STUDENTS AND GRADUATES, JULY, 1898. 



UNITED STATES. 

Alabama ■•■ 373 

Alaska 31 

Arizona 151 

Ark ansas 141 

California 1,199 

Colorado 831 

Connecticut 2,916 

Delaware 500 

District of Columbia 277 

Florida 205 

Georgia 229 

Idaho 164 

Illinois 3,507 

Indiana 693 

Indian Territory 73 

Iowa 723 

Kansas 368 

Kentucky 193 

Louisiana 235 

Maine 398 

Maryland 675 

Massachusetts 4,338 

Michigan 1,060 

Minnesota 747 

Mississippi 135 

Missouri 1,205 

Montana 518 

Nebraska 247 

Nevada 79 

New Hampshire 234 

New Jersey 1,687 

New Mexico 127 

New York 6,718 

North Carolina 169 

North Dakota 66 

Ohio 2,832 

Oklahoma 41 

Oregon 272 

Pennsylvania 9,833 

Rhode Island 868 

South Carolina 175 

South Dakota 114 

Tennessee 211 

Texas 458 

Utah 295 

Vermont .-. 169 

Virginia 386 

Washington 470 

WestVirginia 325 



Wisconsin 

Wyoming 

CANADA. 

Alberta 

Assiniboia 

British Columbia 

Manitoba 

New Brunswick 

Nova Scotia 

Ontario 

Prince Edward Island 

Quebec 

Saskatchewan 

Yukon 

MEXICO. 

Aguas Calientes 

Chiapas 

Chihuahua 

Coahuila 

Durango 

Guanajuato 

Hidalgo 

Jalisco .' 

Lower California 

Mexico 

Michoacan 

Nuevo.Leon 

San Luis Potosi 

Sinaloa 

Sonora 

Tamaulipas 

Vera Cruz 

Yucatan 

Zacatecas 

CENTRAL AMERICA. 

Costa Rica 

•Guatemala 

Nicaragua 

San Salvador 

WEST INDIES. 

Antigua 

Cuba 

Grenada 

Hayti 

Jamaica 

Saint John 

Santo Domingo 

BERMUDA 

GREAT MIQUELON 



663 
104 

36 

31 

331 

66 

105 

229 

500 

9 

193 

1 

1 

2 
1 

12 
13 
17 
12 
15 
8 
3 

25 
1 
5 
11 
1 
17 
5 
6 
2 
6 

2 
2 
3 
1 

I 
3 
1 
2 
12 
1 
1 
4 
1 



NEWFOUNDLAND... 
SOUTH AMERICA. 

Brazil 

British Guiana 

Chile 

Colombia 

Ecuador 

Venezuela 

EUROPE. 

Belgium 

Denmark 



1 
5 
3 

10 
1 
3 

3 
2 

England 65 

Prance 3 

Germany 7 

Gibraltar 

Italy 

Norway 

Russia 

Scotland 

Spain 

Sweden 

Switzerland 

Wales 

ASIA. 

Asia Minor 

Burmah 

Ceylon 

China 

India 



1 
1 
1 
1 
16 
2 
2 
2 
7 

1 
1 
1 

5 
18 
20 
1 
2 
. 3 
1 

3 
1 
1 
1 

3 

5 
2 
South African Republic 37 

OCEANIA. 

Australia 14 

Hawaiian Islands 19 

New Zealand.^ 17 

Tasmania 7 



Java 

Siam 

Straits Settlements 

Sumatra 

AFRICA. 
Cape Colony 



Madeira 

Mashonaland.. 

Mauritius 

Namaqualand 

Natal 

Rhodesia 



Note. — Any one desiring may verify these figures by calling at our offices, 
at Scranton, Pa. 

20 



THE INTERNATIONAL CORRESPONDENCE 
SCHOOLS. 

" To be accurate, write ; 
To remember, write." 

Correspond- fj^g International Correspondence Schools were the first to 
e n c e In- gjyg instruction by correspondence in the theories of the 
struction in tj-^des and engineering professions, and have done more 
Theories o f ^jt.^in the last five years to benefit miners, mechanics, and 
the Trades. others in need of technical instruction than any other educa- 
tional institution. The system of instruction they originated 
has developed into the largest technical school in the world, 
has overcome the difficulties which attend these classes in 
their efforts to educate themselves at night school or by home 
study with textbooks, has placed technical education within 
the reach of thousands who would otherwise have remained 
■ in ignorance of the theories of their trades, and has helped 
hundreds to become superintendents, foremen, draftsmen, 
engineers, etc., who, without it, would never have obtained 
such positions. 

Courses for ^We are now applying the correspondence method to the 
Teachers. instruction of teachers in the science of Pedagogy, as applied 
in a practical way to separate branches of study. Thousands 
of teachers in all parts of the country feel the need of special 
instruction in the subjects they are teaching ; they feel the 
inadequacy of their own methods and appreciate such helpful 
and suggestive courses as we are now able to offer them. 

We "Write Until within a very few years all teaching by correspondence 
Our Own ^vas conducted with regular textbooks, which are not as well 
Textbooks. adapted to con-espondence instruction as textbooks especial Ij' 
prepared for the purpose. Mr. T. J. Foster, Manager of the 
International Correspondence Schools, originated the plan of 
teaching by means of specially prepared texts. To write and 
illustrate the Papers of the Schools has required an expendi- 
ture of nearly $200,000. Without our original methods such 
growth as these Schools have experienced would have been 
impossible. 

21 



22 



THE CORRESPONDENCE 



Practical The Schools are not intended to take the place of the regular 
Plan of Home technical sch-ools and colleges, and those who are in position 
Study. to attend such institutions are advised to do so. Our prov- 

ince is to provide education for those who are ambitious to 
rise in life, but who cannot afford to lose time or leave home 
to study. For the first time, a practical and efficient system 
of instruction is offered to these classes. 

Our Success Our scholars are unanimous in praising the method of 
in Teaching, instruction and the attention received from instructors, and 
without exception, when they apply themselves, make satis- 
factory progress. 

Adapted to Correspondence instruction is adapted to all. We accept 
the Needs of students of any nationality or color, sex, or religion, from ten 
All. years old upwards, and point with well earned pride to the 

thousands who have reached the goal of technical education 
by this path. In times past three great factors — age, time, 
and expense — have chiefly controlled the educational acquire- 
ments of men, but these have been largely removed by the 
correspondence method of instruction. Here is a system 
which enables one to overrule the circumstances which have 
hitherto hedged him about. None of these factors are now 
barriers to the advancement of the ambitious. Those of 
mature years take advantage of this method as well as the 
young and inexperienced. The value of every hour is 
enhanced by the ability to use it in preparing for advance- 
ment. The expense is reduced to a minimum. 



METHOD OF TEACHING. 

Sliort Les- The Instruction Papers, which are the textbooks for our 
sons. students, are printed pamphlets or books of 30 to 150 pages. 

The Instruction Papers are accompanied by Question Papers 
containing questions upon the subject under study. 

When a student enrolls he receives his first and second sets 
of Instruction and Question Papers. Accompanying these 
four pamphlets are printed instructions telling him how to 
proceed with his work, and how to study. After reading 
these instructions the student studies his first Instruction 
Paper. 

How the Stu- After having thoroughly mastered this he lays it aside and 
dent Studies, takes up his Question JPaper and answers in turn every ques- 
tion, upon sheets of foolscap, writing on one side of the paper 
only ; he then puts his work in aji addressed envelope which 
is provided by the School, and mails it. 

Correction of When a set of answers is received by the School, it is exam- 

His AVork. ined with the utmost care ; all errors are corrected in red ink, 

and the work is returned with such suggestions and criticisms 

as will enable the student to understand the subject. Every 

mistake is pointed out and everything fulh^ explained. 



SCHOOL OF PEDAGOGY. 



Percentage A percentage mark is given according to merit. If the paper 

Marks. does not deserve 90 per cent., the student is required to 

rewrite the incorrect part of the work until he satisfies the 

Instructor that he understands it. If necessary, additional 

work is given him. 

How the Stu- When the student mails his work on Question Paper No. 1, 
dent is Kept he commences the study of Instruction Paper No. 2, and pro- 
at ^Vork. ceeds with it as with the previous Paper. 

When he has gained a passing mark in Question Paper No. 1, 
his work is returned to him to keep, and at the same time 
Instruction Paper No. 3 and Question Paper No. 3 are sent him. 

When he receives No. 3 Papers, he lays them aside until he 
has finished No. 2. When he mails his work on No. 2, he 
takes up No. 3, and when his work on No. 2 is returned to 
him, he is sent No. -1 Papers, and so on. By this system the 
student has always a set of Papers on hand to study while the 
work on the other set is going through the mail. 

He Receives When a student meets with difficulty in understanding any- 
Personal As- thing in the Papers, the Instructors of the School come to his 
sistance. relief through the mails. 

For this purpose each student is furnished by the School, free 
of charge, with addressed envelopes and information blanks. 
A copy of the latter is printed on the next page. 

When the student has given a subject a thorough trial and 
cannot understand it, all he has to do is to fill out one of these 
blanks, stating the difficulty, and mail it to us. 

FnllExplana- When this is received, the Instructor answers it by return 
tions. mail. He explains fully, if it requires a dozen sheets of paper to 

do so. 

We would rather have a student write to us for explanations 
every day, than fail to understand a principle or anything 
treated of in the Instruction Paper. 

Bound Vol- In addition to, and independent of, the Instruction and 

umes of In- Question Papers above referred to, we send to each student 

striictlon when he enrolls, without extra charge (except for expressage 

and Question or freight), a complete duplicate set of all the Papers in his 

Papers. Course, fully indexed, and handsomely bound in volumes, 

which he can use as a reference library, and which will be of 

great value to him in his work while going through his 

Course. 

All Text- The Instruction and Question Papers are the only textbooks 
books Are the student requires. They become his property, and are not 
Free. returned to us. 

We pay all postage in sending papers or communications to 
the students. They pay the postage on their mail to us. 

When a man has completed a course he must pass a final 
examination before he is given a Diploma or Certificate of 
Proficiency. 



24 



THE CORRESPONDENCE 



Information 
Blank. 



The International Correspondence Schools. 



SCRANTON, PA., U. S. A. 



"When 
Used. 



How 
Used. 



Observe the following Points when Using this 
INKORMLATION BLANK: 

to be (1) Uselt whenever, after a fair trial, you cannot under- 
stand the principles stated in the Instruction Papers or can- 
not work the problems In the Question Papers. 

(2) Be sure to give ALLi the data asked for on this blank, 
to be (3) When asking for information regarding an example, 
the printed ans"vrer of w^hlch you are unable to obtain, 
ALWAYS SEKD US YOUR SOLUTION of your work as 
far as you can go, thus we can see just Trhere your error 
lies. If any exists, and w^e can give you exactly the infor- 
mation you need. Sometimes your answ^ers may differ 
from ours, owing to the number of decimal places carried 
(usually four are sufficient, but some calculations require 
more). We make no deduction from your mark in such 
cases, provided your w^ork and principle are correct. 

(4) ALWAYS "WHITE YOUR ADDRESS IIS^ FULL, ON 
EVERYTHING YOU SEND US. 



USE THE YELLOW BLANK LAST. 

Name of Student Class Letter and 

No. Post-office State 

No. of Question 

In the edition of Paper, subject.. 



Date.. 



.189.. 



SCHOOL OF PEDAGOGY. 



25 



Deflclen c 1 e s 
in Education 
Can be Made 
Up. 



Individual 
Instriic 1 1 o n 
at Time and 
Place Best 
Suited to 
Student. 



ADVANTAGES OF CORRESPONDENCE 
INSTRUCTION. 

Our method fills a great want, and fully fills it. It is an 
opportunity for the indigent student to get an education ; for 
the ambitious to secure independence ; for the poor man to 
redeem himself from poverty. He can study and work at the 
same time ; make use of the odd bits of time, which, wasted, 
are not even missed, but which will enable him in a few years 
to become a leader in any department of knowledge. 

By the correspondence method each student is a class in 
himself. He can select his own time for study and can carry 
his studies with him, so that whenever and wherever he has 
any spare time he can make good use of it. 

Wherever the mails go the student can be taught, so that 
locations may be changed as often as desired. 

He can study at home without interfering with his work or 
social engagements. He loses no time in going to and from 
school, and he need not get ready to go out. 

When he has studied as long as he wishes he can retire, as 
he is at home. 

The education goes to the student instead of the student to 
the education. 

Correspondence instruction strengthens those faculties which 
are particularly called into play at examinations — the power to 
coi'rectly and promptly write out on paper answers to the 
questions asked. The student learns to express himself freely 
and grammatically on paper, and remembers what he learns, 
not because he writes his answers, but because he learns them 
so well that he can write them. 

The correspondence student is taught confidentially and does 
not need to expose his ignorance to his associates. 

He must do his work thoroughly. Written lessons are sub- 
ject to moi'e searching scrutiny than oral lessons. The corre- 
spondence student soon learns, what every student learns in 
time, that only by persistent toiling can his efforts be crowned 
with success. This creates self-dependence. 

Every part of a correspondence lesson can be gone over 
repeatedly until it is fully understood. 

Even the apparent misfortune of partial or entire lack of 
occupation may be turned to advantage by this method of 
home study. 

The Dull Stvi- Some students can do their work more quickly than others, 

dentEventu- because of natural ability, previous education, or more time for 

ally Com- stud v. Suppose two men join on the same day. One is 

p 1 et e s the brighter than the other, and is able to write out his answers to 

Same Studies the questions in one of the Question Papers in, say, three days, 

as the Bright while the other man takes, perhaps, a week. Now, if one 

One. student had to wait on another, the brighter student would be 



Qualilies for 
Written Ex- 
aminations. 



Insti' u c t i o n 
Confidential. 

Requires 
Th o !• o ti g h- 
ness. 



26 



THE COERESPONDENCE 



delayed in this case, but as every student is a class in himself, 
each ^is advanced in the cQurse as, fast as his ability will carry 
him, independently of others. But even if the dull student 
does progress more slowly, it is only a question of time until 
he completes the same studies. 

We have the best instructors possible to procure ; special 
pains are taken with dull students, and we never fail to 
educate any person who will study. 



Forms Habits 
of Accuracy. 



Wise direction through correspondence by competent instruc- 
tors will produce better results than can be expected from 
unaided individual efforts. It forms habits of accuracy and 
thoroughness, since nothing can be skipped and the whole 
lesson must be learned and written. 

While the student has the most skilful direction in his 
studies he is at the same time his own schoolmaster, and pur- 
sues his work without fear, constraint, or obligation. 

CloseRela- The relations of Instructors and students are more personal 
tions of In- than is possible by any other system. The correspondence 
strtictor and Instructor in reviewing and correcting the work of one student 
Student. ^^ o^^ time is interested in him alone, and therefore can better 

see his defects. He does not know his pupil, and cannot be 

influenced by him in any way. 



OUR IMPROVED METHOD. 

No r 1 X e d We do not have a fixed time for the beginning or completion 

T 1 ni e f o r of any course or any part of it. Students can eni-oll at any 

the Comple- time ; their instruction is commenced immediately, and we 

tion of Our enter into a definite agreement with each one that, as soon as 

Courses. his Scholarship is paid in full it shall be non-forfeitable, and con- 
tinue in force until instruction is furnished in all the subjects 

ScliolarsW p s included in it; that the student can lay aside his studies as 

Konforfelt- often as he may find it necessary, and resume them again 

able and when he finds it convenient ; and that if at any time 

Transfer- the student desires to stop studying, he has the right to 

able. sell or give his Scholarship to some other person. 

Special information is furnished students as often as desired, 
on blanks supplied by the School. 

^Ve 'Write We write and illustrate, expressly for the purpose, all the 
and 111 us- textbooks we use in teaching, and employ a large staff of 
trate Our engineers and draftsmen exclusively in this work. The text- 
Texts, books used are prepared by the ablest specialists. 

Our Texts Our textbooks are original in composition and illustration, 
Are A c c u - are not compilations from other works, and contain fewer errors 
rate. than any other textbooks on the subjects of which they treat. 

Nothing of value is omitted from any course, and we leave out 
everything not necessarj^ In explaining a subject our 
Instructors make everj' point clear, regardless of the space 
required to accomplish it ; biit at the same time every paper 
is made as concise as the nature of the subject will permit. 



SCHOOL OF PEDAGOGY. 



Simplicity Our Instruction Papers are written in clear, simple language, 
Secured at as free as possible from technical terms. Illustrations, wher- 
Any Cost. ever tliey will make the text plainer, are used freely. Great 
pains are taken to make the construction of sentences, the para- 
graphing, punctuation, etc., such as will not only make the 
meaning of the author clear, but will make the paper easier to 
study. The plan of simplicity was adopted because things 
which are stated in simple language are more readily compre- 
hended by all. 

The aim kept in view in the preparation of our Instruction 
Papers has been to make them thorough, modern, and plain. 
We are constantly revising our texts, some of which are in the 
fifth edition. 

Every student receives, when he enrolls, a complete dupli- 
cate set of all the Papers in his Course, fully indexed and 
bound in volumes for use as a reference library. 

The student masters each Instruction Paper in order, and 
his work is examined and passed upon by the Instructors, 
subject by subject, as lie completes it. The student must be 
thorough, as he cannot advance unless he is proficient in pre- 
ceding lessons. He therefore learns thoroughly as far as he 
proceeds. Our system thus overcomes the greatest objection 
to self-education by textbooks, night schools, etc. — i. e., that 
many of those compelled to resort to such aids to self-educa- 
tion read or study on so desultory a plan that they learn few 
things thoroughly. 

Particular We make our students do their work as it ought to be done, 
Attention to allow no medium papers to pass, and correct every error. 
Backward AVhen the answer papers are examined we even correct and 
Students. criticise tlie punctuation, capitalization, spelling, and pen- 

manship. The poorly written, poorly expressed paper receives 
as careful examination and consideration as the good one. 



Careful Pre- 
paration and 
Revision. 



System Tlior- 
oiiarli. 



COMPARED WITH REGULAR SCHOOLS. 

Our Schools are not intended to fill the place of regular 
schools, but there are, nevertlieless, some respects in which 
our method of teaching is superior to all other systems. 

Correspond- In any class lecture the attention may be drawn away by 
ence Lessons the surroundings. Oral explanations cannot always be grasped 
and letained in the memory as they are given, and while the 
student is thinking over a portion of the lesson, the teacher 
may get ahead of him ; and if he loses part of the lesson, he 
cannot understand the remainder. The directions and instruc- 
tions given are general, and the student oftentimes fails to get 
assistance on the point which, in liis case, is most necessary. 
On the other liand, every part of a correspondence lesson can 
be read time and again. 

Nothing In- There are no vacation seasons. Nothing interferes to inter- 
terrupts the rupt the work of the student. Studies can be interrupted 
AVork. whenever necessary, and resumed when convenient. 



R e q u i r e 
Close Atten- 
tion. 



28 



THE CORRESPONDENCE 



Books, Trans- 
portation, 
Board, Etc. 
Saved. 



Competent 
Instructors. 



Our charges are much smaller than for similar courses in the 
regular schools. In addition, the student saves transportation 
to and from the school, board, and other expenses while there, 
books, etc. 

Any person who wants to learn can do so by the correspon- 
dence method. Instruction can be imparted with as great 
facility by it as by any other means, and many learn by it 
who cannot be instructed in the usual way. 

In The International Correspondence Schools students are 
taught by the ablest Instructors it is possible to procure, men 
of education and of large experience in the branches which 
they teach. These are assisted in the preparation of the 
Instruction and Question Papei'S by the ablest specialists in 
the country, who are employed expressly for the purpose. 



MUCH BETTER THAN HOME STUDY WITH 
TEXTBOOKS. 

Cheaper. A course in our Schools is much less expensive than home 

study with textbooks. It would cost hundreds of dollars to 
purchase books to cover the theory of a profession and the 
sciences related to it. Our students require no textbooks 
except the Instruction Papers, which are furnished free of 
charge. 

Every student, however, receives when he enrolls a com- 
plete duplicate set of all the papers in his course, fully indexed 
and bound in volumes for use as a reference library. These, 
taken together, form a complete series of textbooks in the 
theory of the pi'ofession to which they relate. 

Provides an Textbooks are countless in number, and many contain mat- 

Order of ter which is of little use, and unless the student has the 

Study. assistance of some experienced person to point out what it is 

advisable to read, and what may be left alone, he will do much 

unnecessary reading and lose valuable tirne. 

The system of The International Correspondence Schools, by 
calling to its aid the fleet messengers of the postal service, 
meets the peculiar conditions which surround teachers desir- 
ous of improvement, better than any other plan. An educa- 
tion in Pedagogy is now within the reach of all. Every 
teacher may make of his home a schoolhouse, where he can 
study during his leisure hours and prepare himself for a better 
position. 

The teacher who reads and studies most is the most com- 
petent, draws the h'ghest pay, and is entitled to and receives 
the most respect. But no matter how busy he may be, the 
teacher should remember that it has been the men and women 
who have been most crowded with work who have done the 
greatest things in life, and that waste of time for those whose 
only hope of advancement lies in education means loss of 
opportunity and of any future rise in life. The man is j^et 
unborn who rightly measures and fully realizes the value of an 
hour. 



Every Home 
a School- 
House. 



Value 
Hour. 



SCHOOL OF PEDAGOGY. 



29 



A HELP TO TEACHERS. 

All Import- It is a common expression with teachers, "Oh, I have got 
a n t D a t a all the authorities on the subject in my book-case, and can 
Epitomized, look up the information at any time." Precisely so; the 
information is in the book-case, and it remains there, too ! 
Then, when a question arises "all the authorities" are taken 
down and dusted, and an hour or two devoted to seeing what 
the authorities have to say, and other hours are wasted in 
vain endeavor to decide which authority to act on. It is here 
the great value of our work comes in. We dust the books and 
consult the authorities, so to speak. 

Sue cess fill The most successful teachers are the hardest students. No 
Men Hard one can afford to stop studying when he leaves college or 
Students. normal school. When he commences the practice of his pro- 

fession he finds that he needs to know thoroughly many things 
which he studied indifferently, and soon forgot, as well as 
many other things which he did not study at all. In order to 
be successful he must study. 

There is no safe stopping-place ; the world continually 
moves forward, and a man must either keep up with the pro- 
cession or fall behind. The intense fact of human life is 
change — movement ; a man must move, and unless he moves 
forward he will move backward. Study is the only sure pro- 
tection against mental rust and retrogression. 



SUITED TO THOSE OF MATURE YEARS. 

No One Too A word to those who think they are too old to learn. It is a 
Old. fact that a boy's brain does not attain its maximum size until he 

is about sixteen years of age, and that it does not mature until 
he is twenty-five. His physical powers do not mature until he 
is about thirty-five, and eminent authorities believe that a 
Mental man does not attain his intellectual prime until he is forty- 
Power I m - nine or fifty years of age, and that the best years of his life for 
pi'oves ^Vlth study or work are after he has passed his fiftieth birthday. 
Age. A famous Greek historian did not begin to study Greek until 

he was nearing the allotted span of threescore years and ten. 
Isaac Walton wrote some of his best works after he was eighty- 
five. Hobbes, at eightv-seven years of age, translated the 
"Iliad." 

AverageAges The average age of our students is almost twenty-seven. 

of Our stu- Nearly a third are over thirty, several thousands are over 

dents. forty, and a number are over seventy years of age. It will 

thus be seen that age has nothing to do with it. It is merely 

a question of determination to make something of one's self. 

The Ripened The best time to learn the A-B-C's and such simple things 

Intellect as require less the exercise of the reasoning faculties than 

Grasps child-like faith in what we are told, is when we are young. 

Quickly. because then there is nothing else we can do. However, a 

man of forty years can learn to read as easily and as quickly 



30 



THE CORRESPONDENCE 



as a child of five. At his time of life his intellect is riper and 
his mind in better condition to study larger things. But it is 
in condition to studi/ anything, and it is only necessary that he 
form habits of application and logical thought to successfully 
study any scientific, technical, or other subject. 



A METHOD OF INSTRUCTION ESPECIALLY 

ADAPTED TO THE NEEDS OF THOSE 

LIVING IN ISOLATED LOCALITIES. 

Especially The correspondence method of instruction used by The In- 
sulted to ternational Correspondence Schools meets the requirements of 
Teachers in teachers in small villages and country towns having few educa- 
isoiared Lo- tional advantages, who desire to educate themselves, but by 
callties. reason of the isolated localities in which they live, are pre- 

vented from attending advanced schools. Each student par- 
ticipates equally in the benefits of the Schools, no matter how 
much he is isolated from the others. 

The question is sometimes asked, "How can a man learn 
without seeing his teacher? " He does not require to see his 
teacher, for the teacher writes to him, if necessary, every day, 
giving detailed information by letter in full explanation of 
every difficulty he meets with in his lessons, and he learns from 
these and from his Instruction and Question Papers as well as 
if the teacher were present. 

That our Schools fully meet the wants of those living in iso- 
lated localities is proven by our large enrollment, which repre- 
sents all parts of the civilized world. We have students in the 
villages of Alaska and the far West, in distant military posts, 
in the life-saving stations of the seacoast and the great lakes, 
and other equally remote sections of the United States. 

The Schools have many students in foreign lands. In South 
America, Europe, Asia, Africa, Australia, Tasmania, and the 
Hawaiian Islands ; wherever the mails go, The International 
Correspondence Schools are furnishing instruction to many 
who live in such isolated localities that they could not educate 
themselves in any other way. 
Many S t n- Many students of the Schools in the United States Navy are 

dents in tlie studying as successfully on shipboard as if they were ashore. 

U. s. Navy. Although the men-of-war to which they are attached are sent 
to all parts of the world, the postal service, through the United 
States Consulates, enables them to keep in touch with the In- 
structor, and they receive the same careful attention as their 
fellow-students on land. 

RULES FOR ENROLLING. 

Application Every student on enrolling must sign an application form 

rorm. which will be supplied to him. In this application he binds 

himself to treat as confidential the Instruction and Question 

Papers furnished by the School, and not to divulge their 



By Onr Meth- 
od the Stu- 
dent Does 
Not Require 
to See His 
Teacher. 

Proof thatWe 
Can Success- 
fully Teach 
Those Liv- 
ing at a Great 
Distance. 

Students in 
All Parts of 
the World. 



SCHOOL OF PEDAGOGY, 



31 



Ho>v to En- 
roll. 



Certi fl c a t e s 
of S c li o 1 a r- 
s li 1 p Are 
Agreemen f s 
to Give In- 
struction 
ITntil Stu- 
dent is Pro- 
ficient. 



Bound Vol- 
umes of All 
Papers Fur- 
uislied Tree. 



contents to any person not a holder of a similar Scholarship, 
under penalty of forfeiture of the Scholarship. Treating the 
papers as confidential means that only the student in whose 
name the Scholarship is made out shall use them to study from. 

To enroll, it is only necessary to fill out the application 
form and send it to us with the full price of the Scholarship, 
if you desire to pay in advance, or the first payment if you 
prefer to pay in installments, and immediately upon receipt of 
the application properly filled out, accompanied by the money, 
you will be enrolled as a student and your first work for- 
warded to you. 

No reduction in the price of Scholarships is made because 
the person wishing to enroll is already well informed in one 
or more of the subjects of the course in which he desires to 
enroll. 

We issue to every person who purchases a Scholarship in 
The International Correspondence Schools, as soon as we receire 
full pai/ment, a Scholarship Certificate. These Certificates are 
agreements to give instruction to the student until he is pro- 
ficient in the branches included in his Scholarship, and has 
received his Diploma, no matter how long it may take. 

We do not cancel Scholarships or refund money paid for 
them. 

Instruction and Question Papers are not sold or furnished to 
any except those receiving instruction in accordance with the 
plan of the School. 

In addition to, and independent of, the Instruction and 
Question Papers furnished to students to study from, we send 
to each student when he enrolls, without extra charge (except 
for expressage or freight), a complete duplicate set of all the 
papers in his course, fully indexed and handsomely bound in 
volumes, which he can use as a reference library, and which 
will be of great value to him in his work while going through 
his course. 



The Courses 
C'lieap at Ten 
Times t li e 
Price. 



Payment Mn y 
be Made by 
Install- 
nients. 



THE PRICES OF SCHOLARSHIPS. 

The prices of Scholarships vary according to the number of 
subjects and the expense in teaching them in the different 
Courses. They are cheap at ten times the price asked, but 
are purposely made low so that all who are ambitious to 
obtain an ediacation may do so. The cost of a Scholarship in 
The International Correspondence Schools is even less than 
the cost of the textbooks which a student must have in pur- 
suing the same studies in a regular technical School. 

For the convenience of those who wish to pay for the 
Scholarships in small amounts, we accept payment in monthly 
installments. 

Students in our Schools are not obliged to buy any books 
whatever. The Instruction Papers are complete textbooks. 



32 



THE CORRESPONDENCE 




SCHOOL OF PEDAGOGY 



33 



THE COST OF PAPER ON WHICH TO WRITE 
THE ANSWERS TO THE QUESTIONS. 

students The Student supplies himself with foolscap paper on which 
Must Use to do his work. As the price of the postage increases with the 
Liglit Paper, weight of the paper, it is advantageous alike to him and to 
ourselves for him to use as light paper as possible. 

Prices of T. 8. The Technical Supply Company, Scranton, Pa., will furnish 
Co. Paper. good light linen paper, 13 X 85 inches at the following rates : 

100 sheets by mail (postage paid) $0.45 

250 " " " " " 1.15 

500 '• " '• '• " . 2.25 

100 " ■' express (purchaser to pay expressage) 0.30 
250 " " " " " " 0.80 

500 '' " " " " " 1.50 

Students can order directly from them or through us, hut 
they are not required to do so. If they buy elsewhere they are 
requested to buy light paper of good quality, as it makes a con- 
siderable difference in the postage. 



Average Cost 
for Postage. 



THE POSTAGE TO SEND THE ANSWERS TO 
THE SCHOOL. 

The work of the students is sent to us in sealed envelopes 
(which we furnish) as "first-class mail matter," the rate for 
which is two cents for each ounce or fraction thereof, prepaid. 
It is a violation of the postal laws to send it as "third-class 
matter." 

The postage bill of the average student is about one-tenth of 
the price of his Scholarship. 

The School pays the postage on the Instruction and Ques- 
tion Papers, and all other communications sent to the student, 
and furnishes him with envelopes and information blanks 
free of charge. 



DIPLOMAS AND CERTIFICATES OF 
PROFICIENCY. 

"What the Dl- Diplomas and Certificates of Proficiency are issued to stu- 
plomasAre. dents completing all the subjects of the courses who pass 
the final examination. These Diplomas and Certificates are 
the legally authenticated declarations of the Instructors of the 
Schools that the holders thereof have successfully completed 
the study of the subjects named, and have satisfied them of 
their proficiency therein. They do not carry with them 
degrees. 



34 



THE CORRESPONDENCE 



HowGranted. They are granted on final examination papers answered by 
the student after he has completed his studies, before a wit- 
ness if it is considered necessary to appoint one. The stu- 
dent's answers to the final examination papers become the 
property of the Schools, and will not be returned. 

Hlgli Stand- A high standard is maintained for the Diplomas and Cer- 
ardMain- tificates of Proficiency of The International Correspondence 
tained. Schools by only issuing them to those who have faithfully 

passed through the courses and proved by the final examina- 
tion that they are entitled to possess them. 

The Final Ex- We do not bind ourselves in our Scholarship Certificate to 
animation. give a Diploma or Certificate of Proficiency when the student 
has passed through all the subjects of a particular course of 
study, but we do bind ourselves to instruct until the student is 
qualified to receive the Diploma or Certificate. If a student 
after completing a course is found, on final examination, not to 
understand the subjects well enough to qualify him to receive 
a Diploma or Certificate, he is required to review the whole 
course or the branches in which he is deficient, and he is 
kept reviewing until he satisfies the Instructors that he has a 
good knowledge of all the subjects in the course. 

Under no circumstances are they issued to undeserving per- 
sons, so that to hold one is of itself evidence that the holder 
has been a faithful student and possesses the education claimed. 



SCHOOL OF PEDAGOGY. 



35 



THE CORRESPONDENCE SCHOOL OF PEDAGOGY 



TEACHERS. 

Are you ever brought face to face with problems which you 
can solve in only one way ? 

Do you have dull pupils whom your method of teaching does 
not reach ? 

Do you ever experience those trying moments, which come 
to all conscientious teachers, when you feel that you ought to 
give up on account of your paucity of ideas ? 

Do you ever wish that you could have at your call the 
friendly advice, rich in helpful devices and expedients, of 
experienced masters of the art of teaching? 



Xeed of Vari- 
ety of Meth- 
ods. 



Difference 
Pupils. 



in 



Getting t la e 
Pupil's In- 
terest. 



WE CAN HELP YOU. 

A great need felt by all teachers is a variety of methods in 
presenting the subjects they teach. The textbook they use 
gives but one or two ways, of showing how to do a given thing, 
and may be the sum and substance of their knowledge of the 
subject. The college, normal school, or high school, at which 
they studied, probably worked along one method of presenta- 
tion which may not have been the best. But even the best 
does not appeal to ail minds. Pupils think differently. They 
see the same thing in various ways, according to the bent of 
their minds. What is plain to one is obscure to another. No 
one method will enlighten all minds. The bright boy is bright 
because the teacher's explanations have appealed to his way of 
thinking. The average boy would be the bright one, if the 
teacher could touch the chord to which his nature responds. 
The dunce is dull, often because nothing the teacher has said 
has lighted the flame of interest in his mind. 

How to get at the pupil's mind is the great problem of a 
teacher's professional life. Mind only can influence mind. To 
the average student, textbook explanations seldom explain 
successfully. Until students are considerably advanced in age 
and learning, printed thoughts are of little value in leading 
them. Only the teacher's mind is capable of inspiring them to 
intellectual growth. Only the teacher can make the thought 
comprehensible to the pupil. There must, of course, be a uni- 
form system in our schools. But while there is need of the 
system best adapted to the average pupil, yet its application is 
in the hands of personal teachers, whose personality adjusting 
the application of the system to the pupil, is all that saves it, 
good as it may be for the average, from wrecking the intel- 
lectual life of all the bright or dull ones, who are not average. 



3(5 



THE COERESPONDENCE 



Selectioa o f The teacher, then, must be equipped with a variety of 
Methods. methods, and should know poor ones as well as good. Poor 

methods, i. e., methods not adapted to the average, are often 
the best means for teaching the extremes of a class. A knowl- 
edge of such methods, with the reasons why they are good or 
bad, is of inestimable help to any teacher. They are the means 
by which the great object of teaching, the enlightenment of 
; every mind in the class, may be obtained. Many teachers are 
unfamiliar with more than one way of teaching the common 
English Branches, arithmetic, English grammar, orthography, 
geography. United States history, and United States civil 
government. To help these teachers we have obtained the 
services of some of the most experienced textbook writers in 
the country in these branches. They have gone through the best 
standard works on education, and textbooks, collecting from 
each the best and presenting it in our Instruction Papers in such 
condensed and simplified form as to be most useful to teachers. 
They are men of liberal education and of years of practical 
experience in teaching and superintendence of school work. 
They know exactly what teachers need to learn to make them- 
selves most useful, and have given this in the Instruction 
Papers, omitting all non-essential things. There is no teacher 
who will not be benefited by our Pedagogy Scholarships. We 
advise all who are teaching the English Branches to take a 
course. It will be money well invested. 



THE TEACHER'S WORK. 

Important If practical, earnest men and women could measure results 
Duties. and compute percentages of "profit and loss" in mind and 

morals, the successes and failures of teachers would form the 
most important and interesting statistics to be read anywhere. 
On no class of workers falls so important a duty to society and 
the public welfare as on the teachers. " For in the name of 
the living God," says Horace Mann, the first great educator 
of the New World, "it must be proclaimed that superstition 
shall be the religion, that licentiousness shall be the liberty, 
and that anarchy shall be the law of that people which 
neglects the education of its children." The coming gener- 
ation that will make or unmake our cities, our states, and our 
country, already "fills the air with its babble, its laughter, and 
its little cries." The duty of the state, through the teachers, 
is to see that these children shall not, by lack of care, slip and 
fall in the paths of ignorance and crime ; that they shall not 
wander into vice and misery ; that few of them shall swell 
the army of open or secret criminals, upon whose number 
depends the fate of any nation. 

Statistics. One-fifth of the entire population is at school. In 1894 

there were 15,930,268 pupils in this country, with nearly half 
a million teachers. Several hundred million dollars are invested 
in school properties. The total school expenses in one year 
were $170,384,173, or $2.51 for each man, woman, and child 
in the United States. The average number of years at school 
runs from 6.32 in the North Atlantic States to 2.88 in the 



SCHOOL OF PEDAGOGY. 



37 



South Central States. There are about 236,529 school houses, 
valued at nearly half a billion dollars. There are about twice 
as many women teaching as men, whose average monthly 
salaries are, for men $44. 7(), and for women |37.48. Taken 
from a business point alone, tlie schools form one of the most 
important industries of the country and should and do receive 
attention commensurate with the magnitude of the interests 
thg,t they represent. 

Character But the commercial side of school is the least in the scale 
Develop- of real concern to the people. The teacher's true mission 
m e II t and is to welcome the " fresh hearts and bright faces, timidly, 
Educational gleefully, hopefully advancing, singly and in groups, to the 
Training-. e^chool house," and to take the little ones by the hand and 

*' lead them into the pleasant ways of wisdom, virtue, useful- 
ness, and happiness." The chief end of school life is character 
development and educational training. In our schools the 
children of rich and poor alike, of Puritan and Cavalier, work 
together without distinction, except the natural one of ability 
and industry. No better means exists for destroying the 
barriers of caste and class, and for the training of character 
for the duties of good citizenship and a proper regard for, not 
only the rights of self, but of those with whom one is asso- 
ciated. The right of the schools to exist is based on their 
being the most effective means for the making of industrious, 
intelligent, and upright citizens. 

The Common The common school is the hope of the country. Education 
School and is the essence of our institutions. Ignorance has as much 
Its Influence right to representation as culture, and if the State is to stand, 
the people who rule must be educated. The common school 
education is what elevates our masses above the condition of a 
mob, which, says President White, of Cornell University, "is 
an illiterate mass of men, large or small. If such a mob has a 
hundred million heads — if it extends from ice to coral — it is 
none the less a mob ; and the voice of a mob has been at all 
times evil ; for it has ever been the voice of a tyrant, con- 
scious of power, unconscious of reponsibility. It passes at 
one bound from extreme credulity toward demagogues, to 
extreme skepticism towards statesmen ; from mawkish 
sympathy toward criminals to bloodthirsty ferocity against 
the innocent ; from the wildest rashness to the most abject fear. 
To rely on a constitution to control a mob would be like 
relying on a cathedral organ to still the fury of a tornado." 

Says President David Starr Jordan, of Leland Stanford 
University, California, "Long ago> at the end of the war, 
Edmund Kirke told us in the 'Atlantic Monthly' the story of a 
brave but unlettered scout, who served in Garfield's army in 
Southern Kentucky — John Jordan, from the head of Bayne. 
The story, which was a true one, was designed to furnish a 
sort of running parallel between the lives of two brave and 
God-fearing men, supposed to be equal in ability and equally 
lowly in birth. The one wore the general's epaulets, and late, 
became president of the United States, known and honored of 
all men. The other wore the rough homespun of the scout, 
and now that the war is over, he lies in an unknown grave in 



38 



THE CORRESPONDENCE 



the Cumberland Mountains. And the difference between them, 
so the story tells us, lay in this : The free schools which Ohio 
gave the one, and of which Kentucky robbed the other. ' Plant 
a free school on every Southern crossroad,' says Edmund Kirke, 
'and every Southern Jordan will become a Garfield. Then and 
not till then will the Union be redeemed ! ' No country is 
well governed in which any one is ' prevented either by inter- 
ference or neglect from making the most of himself.' " 
The Teacher If the common schools are the hope of the country, the 
is the Hope of teacher in a larger sense is the hope of the schools, and thus 



the School. 



Danger of 
Unediicat e d 
Teachers. 



Demands o f 
the Profes- 
sion. 



the mainstay of our institutions. Upon the qualifications of the 
teacher depend the strength, the influence, and the future of 
the schools. Every school is what the teacher makes it. To 
" kindly and wisely gather up the wild and changing humors 
of childhood and youth, and without subduing the spirit or 
abating the ardor, to unite them in one grand earnest purpose 
of life is not the work of a novice or a trained dullard." It 
requires men and women who will be as great as their oppor- 
tunities will let them. The first great uplift in educational 
matters in this country came from the burning words and 
enthusiastic work of Horace Mann. Dr. Arnold did the same 
for England and in less measure for the English speaking race, 
when he wrote "Tom Brown at Rugby," by showing, almost 
for the first time, the true relations of teacher and pupil, the 
teacher "a man, noble, scholarly, humane, gentle in the best 
sense of the woi-d ; the pupil, instead of being his natural 
enemy and providential tormenter, his loving disciple and 
most devoted friend." 

Uneducated teachers, we fear, however gifted they may be, 
are apt to be narrow, apt lo teach error as well as truth. The 
old-fashioned pedagogue belongs to this class with his birch 
and his one book, and a soul like that of whom Wordsworth 
tells : 

" The multiplication table was his creed, 

His paternoster and his decalogue ; 

For in a close and dusty counting hoiise 

He had so smoke dried and shrivelled up 

His heart, that when the dirt shall now 

Be shoveled on him, 'twill still be dust to dust," 

and whose pupils' farewell song was 

"Goodbye, scholars ; goodbye, school ; 
Goodbye, master; and you're an old fooi." 

Teaching is, on the other hand, a high calling, demanding 
intelligence, tact, training, and the truest manhood or woman- 
hood. One of the great wants of the day is men and women 
fitted to understand, help, and direct our children in all the 
paths that lead upward. Our teachers must not be time- 
servers. If conscientious, thorough work is to be given in any 
department of life, it must be in the schoolhouse. There is 
need of men and women, who, after a life work, can, like one 
of our great men, sign their last paper, "Louis Agassiz, 
Teacher,'" who love their work and duty more than temporal 
things, and will give those in their charge a living example of 
the high things the school stands for ; not that they should 
rnake themselves martyrs, but that each one should set the 
highest example in thought and action that he or she can. 



SCHOOL OF PEDAGOGY. 



39 



Plan 
^Vork, 



o f 



Comprehe n - 
sive Knowl- 
edge is Ke- 
quired. 



The Edxica- 
tiou Given 
by Us. 



Responsibil- 
ity. 



Duty 



Not the least of the qualifications of the progressive teacher 
should be a thorough understanding of methods of work. This 
is what the teacher needs to appear to advantage in the recita- 
tion room ; and the recitation room is the focal point of all the 
school life. It determines "the length and character of the 
lessons, the manner of their preparation, the conduct of 
the pupil, his hours of study, his interest in the school, and 
his regard for his teacher, and gives the color, and the value 
to all his school days, his waking and his sleeping hours ; it 
makes him a trusty friend or a helpless truant, a student or a 
scamp, and will ultimately guide him along the paths of 
honest, successful industry, or into the by-ways of indolence 
and worthlessness." 

The teacher should have a comprehensive grasp of the 
subject under discussion. Such a knowledge is not to be had 
from one book, but from many. To have the information 
required in order to know what is essential and necessary, as 
well as what is not, to arrange the work so that it leads up 
from the grades below and reaches on toward those above ; to 
so emphasize each topic that it takes its proper place in the 
grand plan of education, calls for a knowledge of many authors 
and innumerable books. The comparison of authorities, the 
selecting of what is good and the rejection of the valueless is a 
task quite beyond the average teacher, who is busy and over- 
worked, and does not have much time for outside study. 
Many of them have not had the experience or the compre- 
hensive education needed to make the results of such an 
investigation reliable. 

If this work should be done for the teacher by men who 
have had the training, the education, the experience, and the 
time to do it thoroughly, then the results of their work would 
be invaluable to the average teacher. Exactly this has been 
done by the Instructors who have written the various subjects 
in Pedagogy of English Branches for The International 
Correspondence Schools. Their work marks an epoch in 
educational literature, and should be in the hands of all 
teachers who are progressive, and desire to keep their methods 
abreast of the constantly advancing standard called for by the 
public. 

FOR SCHOOL PRINCIPALS. 

The School Principal holds the most responsible position in 
the whole field of teaching. He comes into contact with the 
pupils not only in direct teaching, but his influence reaches 
them indirectly through his teachers and through the parents. 
His duty is, therefore, threefold — to the parents, the teachers, 
and to the pupils under his care. 

His duty to parents is the same, whether as Principal of a 
private school, as he deals with them directly, or in a public 
school as he deals with them and with their authorized repre- 
sentatives — the Board of Control, the School Board, or the 
Superintendent of Schools. Expressed in briefest form, it is 
to render them the best possible equivalent for their money. 



40 



THE COREESPONDENCE 



Every Principal desires the reputation of doing honest, con- 
scientious, thorough work; it is, in fact, nothing more nor 
less than dishonest for him to give anything but the best 
within his reach. He must use every means to attain this end. 
Thorough work is what people expect from their schools. They 
are proud of a good school. This, too, is what gives a school 
reputation, makes people talk about it, and thus advertises it. 
Showy methods may succeed in business, but in school work 
they are necessarily short lived. It is a slow process building 
up a good reputation, but the surest and the only safe one. 

Difference in The difference between schools lies not in the showiness 
Scliools. or expensiveness of their equipments, but in the character 

and attainments of the men and women that teach in them. 
They make the school. A Mark Hopkins, a Horace Mann, an 
Agassiz, a Froebel, or a Thoreau, makes the humblest building 
a palace and temple of learning. The greatest school in the 
world was in a small building on a little island in the Atlantic. 
It lasted only six months, but to it resorted many great and 
noble minds to study Nature under that master-teacher, 
Agassiz, whose untimely death cut short its history-making 
career. 

The main duty of the Principal is to give his scholars the 
best thought and the highest inspiration of character and 
mind. He and his teachers are models of inspiration or 
depression, bound to affect the entire lives of the boys and 
girls in their care. His first care is to himself, to maintain his 
own efficiency at the highest possible pitch. This he must 
accomplish by careful study of the best methods, old or new. 
Principals will find our Pedagogy Scholarships the most con- 
densed, plainest, and most helpful method of attaining the 
knowledge desired. 

Must Outline A good Principal will keep his teachers up to a standard of 
Methods for work approximating his own. To accomplish this end, many 
Subordinate progressive principals observe their teachers' class-room work, 
Teacliers. and help each teacher with suggestive personal criticisms. 
Others lecture to them on methods. Most private schools 
hold weekly "Faculty Meetings." These meetings usually 
deal more with discussions of school discipline and morale 
and the progress of individual pupils than with methods of 
teaching, on the principle that teachers should be competent 
to do their work without instruction. None of these methods 
is entirely satisfactory in bringing teachers up to the highest 
grade of efliciency. This is mainly because the effort put forth 
in them is more on the part of the Principal than on the 
teachers whose work is to be improved. It is a well known 
fact that real progress is proportional to personal effort. If 
teachers are to be improved in the quality of their work, 
the burden of self-improvement must be put upon them. 

Our Course Few Principals have time to prepare such courses of study 
Embodies for their teachers as will be really helpful to them. The 
Metliods o f preparation of such courses requires a great deal of careful 
Ablest Edu- research, the sifting of good from useless matter, comparing of 
cators. authorities, and compiling their suggestions with one's own 



SCHOOL OF PEDAGOGY. 



41 



experience. This is what our Instructors have done for the 
Principals. It will pay anj' Principal to have his teachers 
take our courses. In fact, several IMncipals and Superin- 
tendents who have examined them have declared their purpose 
to have all their teachers take them. They supply a means 
not to be had in any other way of raising all to a uniform 
standard. The Principal who does this will find it a paying 
investment. He will get improved and more uniform instruc- 
tion. The work of different rooms and grades will be done, as 
nearly as possible, in the same manner, so that scholars will be 
spared much of the too common disadvantage and delay of 
getting used to entirely new methods, as they pass from room 
to room. There will be less delay in starting new classes, for 
the teacher, being familiar with what the scholars have 
learned, their general ways of thinking, and modes of study 
and recitation, and the discipline of the lower grades, will lose 
less time in getting classes under way. It will be of the great- 
est assistance in making the whole school that much desired 
thing, a harmonious and uniform system, instead of an aggre- 
gation of different and often discordant elements. 



FOR SCHOOL SUPERINTENDENTS. 

General Sii- All that has been said about the duties of school principals 
pervlslon. applies with even greater force to the School Superintendent. 
Upon him rests the responsibility of general supervision. He 
must see to the proper maintenance of the material welfare of 
the schools ; keep up the buildings ; see that they are properly 
equipped ; salaries promptly paid ; teachers kept harmoniously 
at work ; proper textbooks selected, and suitable schoolroom 
supplies and apparatus furnished for the different grades and 
for laboratory work. 

Maintaining But more important than these is the duty of maintaining 
the Object the object and aim of the schools — the best standard of teach- 
and Aim of ing to be had. The Superintendent should be the leader and 
the School. guide of all his teachers in pedagogic thought. His prime 
duty is to lead them, not through fruitless discussions of ab- 
stract and impractical ideas, but to a direct comprehension of 
practical and helpful methods of teaching. 

His teachers should be instructed in the best general methods 
of teaching and, in particular, of teaching each branch. He 
should have a uniform method for each subject, reaching from 
bottom to top of the grades. He should see that each teacher 
learns and uses the methods outlined, or at any rate uses such 
a variety of methods that there will be as little difficulty as 
possible for pupils stepping from grade to grade. 

Instruction by lectures is the ordinary way of helping 
teachers. In the lecture room, however, the teacher's atten- 
tion may be drawn away by the surroundings. Oral explana- 
tions cannot always be grasped and retained in the memory, 
and, while the teacher is thinking over a portion of the lesson, 
the lecturer may get ahead of her. If she loses part of the 



Instructing 
Teachers. 



By Lectvires. 



42 



THE COBEESPONDENCE 



lesson she cannot understand the remainder. The directions 
and instructions given in a lecture are general, and the teacher 
oftentimes fails to get assistance on the point which in her 
case is most necessary. 

By Visits to Another good plan pursued by the best Superintendents is 

Classroom. to visit each classroom, study the methods of each teacher, 

then point out her good points, encouraging her in them, and 

point out poor methods and show her methods which will 

remedy the faulty ones. 

B y "Written A few Superintendents use the following excellent method 

Criticism of instructing their teachers: They make a careful study of 

and Sugges- the classroom methods of each one, noting excellences and 

tlon. deficiencies ; then write, print, and distribute to the teachers, 

for study and final examination, a pamphlet outlining the 

methods they consider best, showing good methods in detail, 

and telling why they are good ; outlining things to be avoided 

and telling why, in each case giving the foundation principles 

of Pedagogy, or good teaching, that are used or violated. 

Advantages. This is the best method because, by having his teachers 
study his printed instructions carefully, the Superintendent 
comes into closer contact with them ; the instructions are 
worked out in greater detail ; and, by requiring the teachers 
to pass written examinations, he fixes the subject matter in 
mind in the most thorough way possible. We remember 
things we read and then write down better than we do those 
talked about. This is not because they are read and later 
written, but because they have to be learned better to be writ- 
ten at all. 
Our Course This is exactly the method followed in The Correspondence 
Embodies School of Pedagogy. The Instruction Papers are written by 
the Experi- the ablest and most experienced teachers and principals, and 
ence and Ob- contain the results of years of study and practical experience 
servatlon of in handling and instructing teachers. They are on exactly the 
Able In- principles outlined above. The teacher is obliged to study 
structors. them carefully, and then pass written examinations on them. 
She is not allowed to pass, nor to obtain a Diploma or Cer- 
tificate, unless she attains a mark of 90 per cent. Thus, our 
Diplomas or Certificates are a guarantee that the teacher has 
done careful work in Pedagogy, understands thoroughly the 
principles and methods taught, and is more competent to 
handle classes successfully than are those who have not taken 
our courses. 

Thorough- The responsibility of improvement thus finally rests upon 
nessisis'eces- the teacher. A method such as ours, requiring real study 
sary. and work on the part of each teacher, is the best. It de- 

mands close attention and a thorough comprehension of the 
subjects studied, because it must be learned well enough to be 
written out. Of the many ways of learning, none is more 
certain to produce a thorough knowledge than that by which 
the learner is required to write out his or her ideas. On this 
account alone our method is more thorough than any other 
commonly used to improve the standard of work among 
teachers. 



SCHOOL OF PEDAGOGY. 



43 



Value of Uni- Uniformity of work is a great desideratum in any system of 
form it. V lu schools. Just as that manufactory is the best which turns 
SchoolMetli- out the most uniform high-grade product, so the same is true 
ods. of schools. The Superintendent can devise no more certain 

means of getting a uniform standard of attainments among 
his teachers than by having them take our courses in Peda- 
gogy. 

Means of Ob- We would respectfully call the attention of Superintendents 
taluing jjni- to our Scholarships in Pedagogy as the most effective means 
formity. extant for attaining uniform methods of teaching and a high 

grade of proficiency among their teachers. They will find 
that, by having their teachers take such courses as we offer, 
they can raise the general standard of instruction in their 
communities better, and with less expense and troulale than 
by any other way, and will experience less trouble from inef- 
ficient teachers. They can overcome poverty of methods, 
and then have more time to devote to a careful study of the 
individual needs of teachers, and to helping them make up 
such minor deficiencies as may, in individual cases, not be 
reached by our papers. 

FOR STATE AND COUNTY SUPERINTENDENTS. 

Investigation The responsibility resting upon State and County Superin- 
Coiirted. tendents is similar to that of town, borough, and city super- 

intendents. What has been said of principals and superinten- 
dents applies in a larger and broader measure to the former, 
although their work is largely advisory in its character. To 
them, we would urge a thorough investigation of our Instruc- 
tion Papers, our standing and our methods. We know, from 
past experience, that a fair, unbiased investigation will enable 
them, as it has others, to see the thoroughness and practi- 
cability of our methods of instruction, and to use it in their 
own and their teachers' work. 



FOR PUBLIC SCHOOL TEACHERS. 

The Public We are justly proud of the public school system of the 
Schools of United States. Taken as a whole, it meets the expectations 
the United of the people, and is admirably adapted to their needs. In 
States. sections where the standard of living is high, the schools 

are equal to or superior to those of any other part of the 
world, Germany possibly excepted. Where the people do not 
appreciate the best things of life, where their ideals are com- 
paratively low, the schools likewise represent the need of 
education which they feel. Of course, in some sections the 
schools are not good, but a most encouraging sign is that 
everywhere the people believe in their schools, wish to see 
them improve, and, as the need of education is felt, are con- 
tinually making them better. The schools measure accurately 
the standard of living in any part of the country. 



44 



THE CORRESPONDENCE 



The superintendence system is a strong factor in raising the 
general standard of the schools. It is in use in all but four or 
five States, and wherever it is well developed the schools are 
good and improving in character. Yet schools may be, and in 
some places are, "superintended to death" by the arbitrary 
imposition of the Superintendent's particular methods on all 
the teachers. A certain amount of uniformity is desirable in 
a system of schools, but not so much as will tend to destroy 
the individuality of the teacher's work, and reduce allto a 
dead level, with little opportunity for the expression of the 
teacher's personality, as is the case in some of the larger 
cities. 

Personality The public school teacher must see that his individuality is 

of Teachers, not infringed upon. His whole personality should be thrown 

into his work to secure the best results. If he thoroughly 

understands the subject he teaches, he is in less danger of 

this than if he is imperfectly informed about them. To get 

the best out of his pupils he must be able to presentevery 

subject in the best ways known to the most experienced 

teachers. It is impossible for him to get all of these from the 

principal or superintendent, or to take the time for a careful 

iSTeedof Meth- study and comparison of authorities. He can get the informa- 

odsasTaught tion he needs in the most compact form, with least expens-e 

toy Us. and time in one of our Pedagogy Scholarships. Every public 

school teacher will find a course of study with us a very good 

investment. 



FOR TEACHERS IN VILLAGES AND COUNTRY 
DISTRICTS. 

Must be Self- The Scholarships in The Pedagogy of English Branches will 

Dependent, be of more value to these classes of teachers than to any others, 

though they are of great benefit to all. The teachers in such 

districts are mostly young people that have grown up in the 

place, and have had limited educational advantages. Many of 

them have been to academies and normal schools, but they 

have not had the facilities presented in larger places, of classes 

for teachers and the other means available to enable teachers 

to keep thoroughly up with the progress of the educational 

world. The teacher in isolated localities generally has to work 

by himself in educational matters. The schools are usually 

less perfectly graded than those in more populous districts, one 

teacher often giving instruction in all the branches of the 

primary, intermediate, grammar, and high school grades. For 

Our Assist- t^^^is reason the opportunity of learning modern, progressive 

ance Is Val- methods of teaching, as shown in our Pedagogy Courses by 

liable. correspondence is especially adapted to the wants of this large 

class of teachers. They can study at home and have the same 

advantages as teachers in the cities, without the disadvantages 

incident to the confusion and rush of city life. 

Helpful In- Many of our most thoughtful teachers, men and women 
fluence of whose influence is most deep and lasting, and most directive 
Rural Life. toward high ideals and all that makes for good citizenship, are 



SCHOOL OF PEDAGOGY. 



45 



found in rural sections. In no other sections can the personal, 
helpful influence of the true teacher be so near the ideal of the 
profession. The names of most of the great minds in this 
vocation, Pestalozzi, Froebel, Comenius, are those of men 
whose best work was done in the quiet, calm, secluded atmos- 
phere of small towns, or in the country. What city teachei 
has handed his name down as an inspiration working and felt 
to the boundaries of the educator's province ? Many of us look 
back to the little country schoolhouse where we received the 
impulse that started us up the hill of knowledge and has kept 
us moving on into the realms of wisdom. The conscientious, 
self-forgetting, and self-sacrificing help of early teachers was 
the thing that made possible the great lives and the lofty posi- 
tions of many of our greatest men. 

Our courses in Pedagogy should be taken by every teacher 

who cannot take advantage of the advanced opportunities of 

the largest cities. Such teachers feel the need keenly of courses 

of instruction like ours, and find them an invaluable aid in 

Better than their regular work. A correspondence course is an excellent 

S u m n\ e r substitute, and in many cases, much better than expensive 

Scliools, In- trips to summer schools, institutes, or conventions, and manj^ 

stitiites, Etc. are certain to embrace the opportunity thus offered by The 

International Correspondence Schools. 

FOR TEACHERS IN PRIVATE AND PREPARA- 
TORY SCHOOLS AND ACADEMIES. 

Teachers in these classes of schools are often among the best 
educated and most cultured to be found. But in no other 
schools is there such a dearth of teachers thoroughly trained in 
a variety of methods. These teachers have now come in their 
work to a realizing sense of deficiencies that might have been 
made up in school or college. Experience now shows them 
what they need, and makes it comparatively easy to strengthen 
their weak points. The training given in schools of this grade 
tends to be very careful and exact in the advanced branches, 
to the neglect of the equally or more important elementary 
ones. The elementary branches have a very important place 
in the course of study, for the reason that, in learning them, 
the child fixes habits of study that are either careful and 
thorough, or the reverse, and that will probably persist 
through life. Boys that learn careless or purely mechanical 
methods in arithmetic and the other English Branches are 
handicapped for exact work in algebra, and particularly for 
the accurate thought and methods essential to the mastery of 
geometry, trigonometry, and the higher mathematics, through 
which they must pass, and upon a thorough knowledge of 
which may depend their success in professional life. 

If they learn grammar in a slipshod way, without attaining 
an exact knowledge of the subject in all its phases, they will 
have one of the hardest struggles of their lives in mastering 
the grammars of the Latin, Greek, and modern languages, a 
comprehensive knowledge of which is essential to a clear 
understanding of these tongues. 



Dearth of 
Good Teach- 
ers. 



I ni p o r t anee 
of Thoroufjh 
Teaching foi* 
the Youth. 



Arithmetic. 



Grammar. 



46 



THE CORKESPONDENCE 



IIistoi«y. 



History is often the bane of the schoolboy's life. United 
States history is usually the first he learns, and it may, on 
account of the inefficiency and lack of breadth of his teachers, 
be a mechanical order of words and sentences, in no way sug- 
gesting the absorbing interest that by right belongs to it. If, 
on the other hand, he learns to look at history as study of 
cause and effect, to inquire for the causes when he reads of 
eventsthatmust have had causes, and I'iceiJersa, then he becomes, 
a student of history, not a mere learner by rote. His interest 
will not flag when he reaches English, medieval, or classical 
history, for in them he will perceive an ever-broadening vista 
of interlacing chains of cause and effect reaching out in the 
darkness of prehistoric ages down to our own times. 



Civil Govern- 
ment. 



Geography. 



Closely allied to history, because based upon it, is civil gov- 
ernment. The main outlines of history can be discerned, 
without requiring a knowledge of civil government, but for 
the pupil adequately to grasp United States history, he must 
know what the various clauses of the Constitution mean, how 
they were determined upon, and how past history is crystal- 
lized, and the outlines of our future development are to be seen 
in the civil institutions, which both environ us and are 
continually metamorphosing in our midst. The study of 
cause and effect in this branch is essential to a knowledge of 
its origin in English and Continental history and governments, 
and farther back in those of Greece and Rome, whose histories 
may thus be made matters of living interest instead of the 
dead matter usually carried for a time in the pupil's mind, to 
be unloaded for good and all in the final school examinations 
or those for entrance to college. In view of the popular lack 
of comprehension of the principles of history and civil govern- 
ment, the early and thorough understanding of them is of 
special importance to those whose education ends at the 
school commencement, or earlier. No conscientious teacher 
of any branch of history can afford to let pass such oppor- 
tunities for gaining a variety of methods of teaching and 
studying history and civil government as are given in our 
Pedagogy Scholarships. 

Closely allied to the study of history is that of geography. 
Simple as geography seems to most people, as mere classified 
knowledge of places, and of land and water formations and 
products, it is really much more. Upon land and water 
formations depend, not only material products, but another 
seldom connected line of products equally traceable to natural 
formation : to wit, the character and history of man. It 
illuminates the whole subject of geography to apply the 
principles of cause and effect, in teaching it ; for example, to 
have the pupils trace how certain geographical formations will 
induce certain types of character in the people living on them, 
and will thereby determine, in a general way, their entire 
history ; how coast outlines have determined occupations, or 
how ocean currents or winds have sped commerce to some 
favored shores and kept it away from others. Geography is, 
in fact, a science of history-producing environment, as much 
as of mere description. Its proper teaching requires a 



SCHOOL OF PEDAGOGY. 



47 



knowledge of history, commerce, and industry, forthe teacher to 
show the relations between it and these subjects. On the 
other hand, it calls for an adequate acquaintance with geology 
and meteorology to enable her to trace the beginnings and 
causes of present formations and conditions. It is a subject 
which, from its breadth, cannot be taught by any one person 
as it should be. But that is no reason why the teacher of 
geography should not make every effort to acquaint herself 
with the most comprehensive and progressive methods of 
presenting it to her pupils, as outlined in The Pedagogy of 
Geography. 

Orthography. One reason why there are so many poor spellers among 
otherwise well educated people is that they have been poorly 
or carelessly taught. The spelling lesson is one of the hardest 
of all to make interesting, because of its mechanical nature as 
determined by the mechanical function of the letters them- 
selves, that of symbolic representation. The repeating of 
lists of letters which go to make up words is apt to degenerate 
into rote work and become mere drudgery. Interest must be 
instilled into this important subject by outside means — the 
meanings of words, the use of words of cognate meaning, 
spelling matches, etc. Methods are suggested in The 
Pedagogy of Orthography, which will be helpful to all 
actual or intending teachers of spelling. The fact that a 
poor speller is at a great disadvantage in business and pro- 
fessional life makes it imperative that the teacher shall 
present the subject in the many effective ways outlined in our 
coui'se. The work of the teacher is often judged by the 
ability of his pupils to spell. 



FOR PRIVATE TUTORS. 

Need of Peda- No teacher is so likely to be called upon to teach every subject 
gogic Train- in the whole field of knowledge as the private tutor. Con- 
ing, sequently upon no one devolves the duty of thorough prepar- 
ation in all branches as much as on him. The respect in 
which his pupils hold him is apt to be proportional to the 
knowledge he has of the subjects he teaches, and more par- 
ticularly to the excellence and variety of methods at his- 
command. Method is often conspicuously absent in the work 
of this class of teachers. His intimate relations with his- 
pupils enables him to become thoroughly conversant with his 
methods of teaching, and if he proves to have but few methods- 
and to be not progressive and up-to-date, his pupils do not 
show the results of careful training and may disappoint him 
in advanced work or after they leave his care. The classroom 
teacher can silence the instinctive protest of scholars against 
poor teaching, but the private tutor does not have the rod of 
discipline at command. Of all others the success of his work 
lies in the manner of the work itself. The variety, suggestive- 
ness and practicability of the methods given in our Pedagogy 
Courses will be a great safeguard to any private tutor and 
will prove of much value in all his work. Private tutors will 
find this one of the best investments they can make. 



48 



THE CORRESPONDENCE 



FOR TEACHERS IN NIGHT SCHOOLS. 

The Help to Teachers in night schools or institutions of similar character 
be Derived. will find the courses in Pedagogy a decided help in presenting 
subjects in the clearest and most concise manner. They can 
get ideas from them that they could not otherwise obtain 
without the most painstaking search through, and comparison 
of, many authorities and standard books, many of which are 
not accessible to the average teacher, and are not to be had in 
public libraries. 

This class of teachers will also in most cases be benefited 
by some one of our technical courses, a list and description of 
which are given in this Circular. We should be glad to com- 
municate with any such, and if they will tell us what the 
requirements of their positions are, we can make suggestions 
as to what courses thej^ will find most helpful. 

FOR TEACHERS IN MANUAL TRAINING 
SCHOOLS. 

Tech. II leal Like teachers in Night Schools, teachers in Manual Training 
Courses. Schools will be helped not only by our Pedagogy Scholarships, 

but also by other Scholarships. Teachers of this class will be 
particularly benefited by the courses in technical subjects 
allied to the branches they are teaching. The subjects taught 
are presented in brief, clear, and simplified form. Formulas 
are worked down to forms less complex than can be found in 
any other works. The Instruction Papers in bound form — the 
Bound Volumes — are complete treatises of the essential things 
of the trades or professions they discuss. No Manual Training 
teacher can afford to miss the opportunities for self improve- 
ment which our Schools provide. 



FOR COLLEGE STUDENTS. 

Importance The college student who intends to teach must remenaber 
of Small that, while at present he is dealing with subjects and things 
Things. that develop his 02m mind, when he gets out at work develop- 

ing younger minds than his own, he will have to understand 
in detail all sides of every subject that may come within his 
province as a teacher. The day is coming when he cannot 
afford to despise small things. A thorough understanding of 
the lower branches is a good grounding on which to base work 
in the higher. If he understands these thoroughly, he will 
know the steps up which his pupils came beforethey entered 
his classroom, and, knowing their previous training, will be a 
more efficient guide than if he knew only the branches he is to 
teach. The best preparation for teaching is to learn com- 
pletely, not only the particular things he is himself to teach, 
but also the subjects above and below. He then knows 
what things the child has learned that bear on his present 



SCHOOL OF PEDAGOGY. 



49 



Teaching- I?e- 
lated Sub- 
jects. 



Greek andRo- 
man Hist ory . 



Keeping 
^Vithin t li e 
Scope of aP u - 
pil's Mind. 



teaching, and also what in his teaching needs emphasizing 
to prepare thei pupil for the subjects he is to take up in 
the future. 

The time to learn these things is while at college. The 
college student has plenty of time to learn his appointed 
lessons, and also to get a thorough understanding of related 
and subordinate branches, and if he expects to become a suc- 
cessful teacher he must do this. For instance, if he expects to 
teach algebra with success, he must understand how to illus- 
trate algebraic processes by means of the processes of arith- 
metic familiar to the pupil, and he should know geometry, 
trigonornetry, physics, etc., well enough to be able to point 
out to his pupils what in algebra needs to be emphasized on 
account of its value in these subjects. If he is to maintain 
interest in the classical languages, and compare the beauties of 
the ancient languages with those of his own tongue, he must 
know exactly what his pupils have been through in p]nglish 
grammar, and must understand the most modern methods of 
teaching the latter, as practiced in the best schools. 

To make Greek and Roman history a profitable study, the 
teacher should understand the general principles of civil 
government, so as to be able to make a proper estimate of the 
character of those ancient governments, show their strong and 
their weak points, the causes of their growth and decline, 
and to draw instructive parallels between their histories and 
that of our own country. All this requires a knowledge, not 
only of the substance of United States history and civil 
government, but of the methods of teaching them, and of the 
character and amount of information absorbed by the average 
schoolboy in his transit through the rooms of the grammar 
school to those of the high school, academy, or prepara- 
tory school. 

In view of the general lack in colleges and school courses of 
really practical instruction in the pedagogy of special branches, 
the college student will find it of advantage to get such an 
insight into the most practical and advanced methods of 
teaching the common branches, as is given in The Correspon- 
dence School of Pedagogy. Moreover, in his first years of 
teaching, the college graduate is by no means sure that he will 
be called to teach the advanced branches only. It is more 
than probable that he will have to handle the very branches 
touched upon in our various Pedagogy Scholarships. 

Unless he has refreshed his memory on methods during his 
life at college, he is apt to find himself getting his scholars so 
deeply into subjects as to get them beyond their depth ; being 
used to college work, he is likely to expect too much of them, 
overshoot the mark, and, from the very abundance and depth 
of his knowledge, carry his instruction considerably be}'ond 
them. Nothing will help him so effectually to guard against 
this common fault of young graduates as a careful review of 
the common branches, such as is given in our courses ; and 
intending teachers will find a course very profitable. 



50 



THE COKRESPONDENCE 



THE TEACHER "WHO KNOWS IT ALL" 



Xecesslty 
Study. 



o f Teachers as a class are not likely to consider their knowledge 
of things something that can not be improved upon. The very- 
nature of their work dealing with first principles and knowing 
that the science and the art of teaching are not less progressive 
than other lines of work, makes the feeling common that the 
teacher, of all other workers, must study continually to keep 
up with his profession. No man or woman who was com- 
petent and thoroughly conversant with the best methods of 
even five years ago, can feel certain of being up with the best 
methods of today. The progressive teacher fully appreciates 
this fact and is the one who is found at summer schools, 
teachers' conventions and other places where the science and 
the art of teaching are studied, improvements are suggested 
and the greatest help obtained by contact with live minds. 

How to Get There are, however, in some communities a few teachers 
Out of a Rut. who have not yet felt the necessity of putting forth any effort 
to put themselves on an equality with others — the majority — 
who are learning present conditions and trying to keep abreast 
of the advance. Teachers who assume this attitude are not in 
the majority, we are thankful to say, but the facts that they 
exist and are sufficiently numerous to form a distinct, 
though not a large class, show all others something to be 
avoided. If this Circular should fall into the hands of 
any such, we can assure them that no more effective means, 
and in fact no other means of getting out of a rut without 
leaving home and going to considerable expense for summer 
or Normal courses, is to be found than a course in The Cor- 
respondence School of Pedagogy. 



A GOOD WAY TO USE VACATIONS. 

Long Vaca- School work, with all its attractiveness to the true teacher, 
tions. has its disadvantages. One of these is the long vacations. 

An ambitious man or woman finds it one of the drawbacks to 
the teaching profession to be out of work for three months out 
of twelve, with almost no opportunity to use the time to earn 
money or make himself of greater value in the work. The 
long vacation is a period of increased expense, without 
sufficient counterbalancing advantages. It is true that the 
stress of schoolwork makes a rest imperative, but the first few 
weeks of the vacation are usually sufficient. Energetic 
teachers usually feel that the remainder of the time is apt to 
be practically wasted, so far as it relates to advancement. 

S u m m e r Summer schools offer an opportunity for self-improvement, 
Schools and of which many take advantage. This is one of the best means 
Conventions, offered for this purpose. But the expenses connected with 
such courses are usually too great for any large proportion 
of the teachers of the country to use them. Railroad trans- 
portation, hotel, and other expenses incident to residence at 
the places where summer schools are held, put this kind of 
study out of the reach of many. Only the best paid teachers 



SCHOOL OF PEDAGOGY, 



51 



can, as a rule, go to the summer schools. Those who receive 
small salaries, and who really most need the kind of instruc- 
tion given, are the least able to get it. 

Features of For these teachers our courses in Pedagogy and other 
Our Courses, branches offer a most valuable method by which they can 
make a careful review of their work, and post themselves on 
up-to-date methods. There is no other method available to 
inany teachers of systematic, thorough study under the direc- 
tion of competent instructors, except by correspondence. We 
would advise every teacher who wishes to make profitable use 
of his vacations to make a thorough investigation of the cor- 
respondence system of study in Pedagogy, or in any of the 
branches which enter into the province of school work. We 

Refereuces. invite correspondence, and will be glad to furnish any teacher 
with names of persons in his vicinity who have taken our 
various courses, and can give a good idea of the work of our 
Schools. 

Advantage- Students at school or college will find a course by corre- 
ous Use of spondence a good way to make use of the long vacations. A 
lioug Vaca- few hours a day will enable a student of average ability to 
tious. complete a course in the three months of a summer vacation. 

He then returns to school with his mind fresh, bright, and by 
no means exhausted by the summer's work. To those who 
intend to make teaching a profession, or even a temporary 
work after getting out of college or school, and while waiting 
for an opportunity to enter something else, our Course in 
Pedagogy furnishes a valuable and thorough course of prepar- 
ation. Other courses can be taken that will be a direct help 
in after life, or will have the immediate and practical effect of 
enabling students to abridge their school or college courses, 
or to take more subjects while at college. Many students 
have been enabled to save an entire year at college by taking 
our courses. 



52 



THE CORRESPONDENCE 



Theoi'y 
Versus 
Experience. 



Variety 
Metliods. 



PEDAGOGICS OF ENGLISH BRANCHES 
SCHOLARSHIP. 

Most of our pedagogical works are written by dodrinaires — 
people that have had no personal experience to exemplify and 
contirm their theories of teaching. The editors too, of many 
of our educational periodicals are incapacitated for their work 
by a similar inexperience. Even the celebrated " Committee 
of Fifteen" contained several members that had never done 
anything but theorize about education. The authority of men 
such as these is fortunately only temporary ; but while it lasts, 
it is measured by their skill in juggling with strange and 
learned words, and by their apparent niceties in metaphysical 
refinements. To them we are indebted for the volumes of 
learned rubbish that have been written about "Apperception," 
"Correlation," "Coordination," etc. The fact is, that, in 
teaching, as in everything else, we learn to do by doing — we 
learn to teach by teaching, and he that by this means has 
learned the art of teaching successfully, may tell in a plain 
straightforward way the story of his experiments, with their 
successes and failures, and the principles deduced from them. 

But this story with reference to teaching of any one subject, 
cannot profitably be made to cover several hundred pages, as 
must be done, if the book is to he issued by any ordinary 
publishing house. In this latter case, much "padding" is 
necessary, and that inevitably defeats the proper object in 
view. The inexperienced teacher can get nothing of practical 
value from all this amplification and refinement. All this 
"New Education" verbiage is useless to him; what he 
specially requires is that some experienced teacher or princi- 
pal or some capable superintendent shall tell him in a simple 
way just what to do and what to refrain from doing, and 
make clear to him the reasons why — the underlying principles. 

This is just what our "Course in Pedagogics" contem- 
plates. It describes, in a plain and direct manner, the details 
of the best methods to be pursued in teaching the common 
school branches. And, since in none of our courses is it allow- 
able for any author to indulge in fine writing, "padding," or 
in metaphysical refinements, he must be able to tell " a plain 
unvarnished tale," or his work is rejected. 

PEDAGOGICS OF ARITHMETIC. 

of It is a well known fact that if there are several paths along 
one of which a current of electricity is to travel, that one will 
be the "line of least resistance." Among the various ways 
in which almost anything may be done, there is always an 



SCHOOL OF PEDAGOGY. 



53 



Psycliology. 



easiest way— a method of least effort and greatest eflRciency. 
This is the case in a marked degree in the profession of teach- 
ing. Here method is everything. More teachers fail entirely 
or are only mediocre from employing faulty methods, than 
from any other cause, and there is no subject in our school 
studies that may be handled so well and is really handled so 
badly as arithmetic. Realizing this, and believing that 
inexperienced teachers can be aided so as to become expert in 
their work, the Schools have caused to be prepared a paper in 
which all the helpful devices known to the most skilful 
teachers are explained and illustrated. Nearly every treatise 
extant in the English language professing to do this deals only 
in generalities that embarrass more than they help the student. 
What a teacher of limited experience needs most of all is to 
know exactly, down co the minutest detail, how an expert 
handles particular subjects in teaching arithmetic. This is 
what our course furnishes. It presents a great variety of 
methods and devices, and suggests drills that are indispensable 
in early work in this subject. It contains nothing that has no 
definite object. The drills in the fundamental rules and in 
fractions are not meaningless and purposeless exercises, but 
are designed to make pupils proficient in what must be done 
in actual work in those subjects. 

The subject of psychology in so far as it reveals the order of 
development of the various mental faculties is presented in a 
manner easy to comprehend, and is divested so far as possible, 
of the technical terms which must necessarily be employed in 
the best methods in teaching these subtleties. Sir William 
Hamilton's classification of the cognitive faculties has been 
followed, it being perhaps the best and simplest that has so 
far been made. 

The important report of the Committee of Fifteen has been 
introduced and discussed so far as is needful to reveal what is 
meant by study values, correlation of studies, apperception, 
order of development of the faculties, and many other matters 
of interest and importance to the teacher. 

A strength and confidence that comes from the certainty 
that we are in possession of the most modern, most approved, 
and best information that bears upon the work we do, is of 
incalculable value, and this is especially so in the profession of 
the teacher. We regard this Instruction Paper as one of the 
most important and practical among the hundreds making up 
the great variety of Courses furnished by our Schools. 



PEDAGOGICS OF GRAMMAR. 

V ariableness When Sir Isaac Newton invented the branch of mathematical 
of Opinions, science that we now call calculus, he named it fluxions. This 
was because the species of quantity with which it is cheifly 
concerned is not constant but variable. But, if any subject of 
human investigation deserves a name indicative of instability 
and uncertainty, it is English Grammar. No two people that 



54 



THE CORRESPONDENCE 



Principal 
Value of 
Grammar. 



know, or think they know, this subject, can agree about it. 
Like metaphysics, it is something to think and reason about — 
not a matter to be reduced to a science and settled once for 
all. It is recognized among educators that no one speaks 
the English language any better for having studied English 
grammar. It is chiefly, if not solely for the excellent discipline 
it furnishes, that the subject is regarded as so important in 
a scheme of education. No other study so sharpens the 
powers of discrimination and improves the ability to detect 
resemblances, and differences, and to formulate nice shades of 
meaning. It is perhaps undesirable that grammar should ever 
be any more nearly an exact science than it is now, and it is 
certain that it will not be. It furnishes, and always will 
furnish, the best possible mental gymnastics. So many diverse 
views are held about this subject by writers that the teacher is 
compelled either to follow slavishly a particular textbook, or 
to think for himself. If the teacher is a thinker he will make 
thinkers of his pupils. 

Our Paper on the Pedagogics of Grammar is not intended as 
a textbook on grammar. Its purpose is twofold : 

First. — To indicate a line of treatment of the various topics 
making up the subject that it is believed will yield the best 
results to the student. In doing this many approved devices 
are explained and illustrated and many matters that are usually 
neglected are suggested and emphasized. 

Second. — Many questions are discussed about which every 
teacher should think, and if possible bring his pupils to think. 
Among these are the processes of approximation and elimina- 
tion in arriving at the exact meaning of words, the doctrine 
of degrees in the expression of quality, the law of the inverse 
ratio in the extension and the comprehension of common 
terms, the treatment of the verb in general and of the irregular 
verb in particular, tense in relation to mode, the best usage of 
will, would, shall, should, etc. 

This Paper is regarded as one of the most helpful that is 
pent out by our schools, and is unlike anything else that has 
been done in this country to aid the teacher of grammar. 



PEDAGOGICS OF HISTORY. 

Wlxy History In perhaps no other civilized country is history so poorly 
is Poorly taught as in the United States. This fact is owing to several 
Tauglit. causes among which are the vastness of the subject and the 

consequent difficulty of preparing a textbook having unity 
and interest. Another cause is that no attention has so far 
been given to the question of methods of teaching the subject 
so as to render it of real value, and the study of it a source of 
pleasure to the student. Almost nothing on the Pedagogics of 
History is to be found in the English language. The Germans 
have an extensive literature on the subject but unfortunately 
few of our teachers are able to avail themselves of this source 
of information. 



SCHOOL OF PEDAGOGY. 



55 



Impoi'tance 
ot History. 



The purpose of our Instruction Paper is to describe minutely 
the various plans of teaching history, making specially promi- 
nent the method pursued in the schools and gymnasia of Ger- 
many. This method has been the result of much discussion 
and experiment by thoughtful educators of that country, and 
is there uniformly employed. Xo one is permitted to teach 
history or any other subject in the government schools with- 
out professional training. In our own country, however, his- 
tory is regarded as something that anybody can teach, but the 
fact is that one of the rarest of accomplishments is to teach it 
skilfully. It is a matter upon which more labor and prepara- 
tion must be expended if success is to be attained, than upon 
any other. 

Its importance as an element in the highest type of citizen- 
ship makes its neglect by teachers almost a crime against this 
country. This Paper is intended not only to inform the teacher 
of approved methods and useful devices for classroom work but 
also to guide the teacher in self-preparation. School authori- 
ties are insisting more and more upon professional training, 
and the time is not far away when no one lacking special pre- 
paration will be permitted to instruct our children. To such 
teachers as desire to grow, to become more skillful, and to 
secure better pay for better work from year to year, this Paper 
is commended. 



PEDAGOGICS OF ORTHOGRAPHY. 

The Xeecl of The belief prevails among teachers that certain subjects in 
Previous our courses of study may be well taught without previous pre- 
Preparation. paration by the teacher. One of these is the spelling of English 
words. No assumption can be more erroneous. These subjects 
that are regarded as so easy to teach are the very ones that are 
the most difficult, and they are badly taught without the 
teachers knowing it. We all remember the long lists of poly- 
svllabic words that no exigency of later life would even require 
us to use. Eleemosynary, hyperbolical, consanguinity, circum- 
stantialitv, synodical, heliocentric, syzygy, hydropathic, these 
are samples from the repertoire that helped to break the monot- 
ony of our boyhood life. The spellingbooks of that time were 
filled with words whose only reason for being there was that 
they are hai'd to spell. 

This work discusses and illustrates the principles that should 
determine the choice of words for spelling and definition, and 
the approved methods of teaching the meaning of words, the 
reasons for and against phonetic spelling. It contains a helpful 
presentation of the subject of homonyms, antonyms, and syn- 
onyms, with abundant lists of illustrative examples. The 
methods of utilizing the principle of means and extremes in 
the meaning of words, and of arranging words in series with 
respect to their degrees of meaning. A brief sketch of Volapiik 
—the universal or world-language— is given. This should be 
of special interest to teachers that have looked into the subject 
of a theoretically perfect language. Another feature of much 



56 THE CORRESPONDENCE 



interest and value to the teacher is the treatment of collective 
nouns, for in this Paper the subject of orthography is treated 
as being really a part of grammar, and a preparation for the 
study of grammar. Many other matters, such as phonics, 
capital letters, the latest theories about compounding words, 
prefixes and suffixes, word analysis and derivation, and dia- 
critical marks are contained in this course. The teacher that 
studies this work will be more than ever impressed with the 
conviction that the teaching of a subject apparently so simple 
as spelling requires skill and preparation. 

PEDAGOGICS OF GEOGRAPHY. 

Progress. One of the most comprehensive facts in the history of the 

human race is progress. We are are not content with doing 
things just as our fathers did them. Discovery, invention, 
division of labor, education, and numerous other elements 
have evolved from the hard and crude industrial conditions 
that existed fifty years ago the wonderful state of things that 
now obtain. In the profession of teaching as in every depart- 
ment of activity is this improvement noticeable. Its matter 
and method, and its general facilities for thoroughness 
have undergone a revolution. The division of labor led first 
to the graded schools and later to teachers for special subjects. 
Even so recently as twenty-five years ago, if a pupil could 
bound the various political divisions, give their capitals and 
chief cities, and describe their principal rivers and mountains, 
he was regarded as having learned all that is important to be 
learned about geography. But when questions of educational 
values came to be considered by teachers and educators, it 
gradually became clear that such geographical knowledge has 
no value either as a means of discipline or as a part of the 
lucrative science. It was soon discovered that the Earth is a 
planet revolving about a Sun that lights it, warms it, and 
determines the development of animal and vegetable life ; that 
there are air currents and ocean currents that affect man's 
welfare more powerfully than can any question of mere 
boundary, capital, or principal city. Geography properly 
taught is a description of the earth's surface, but in a much 
more comprehensive senge than was thought of a score of 
years ago. 

Purpose of The pui'pose of our Instruction Paper on the Pedagogics of 
Tills Paper. Geography is to indicate and arrange the proper subject matter 
of geographical science in accordance with the consensus of 
the latest educational opinion. In addition to this, our Paper 
will contain in detail the latest and best methods and order of 
procedure for teaching this important and interesting science, 
and it will explain in what manner and to what extent it 
should be correlated with other subjects. 

Teachers that have failed to get a professional training for 
their work will find our course so helpful as to be practicably 
indispensable. We have spared no expense in obtaining for 
this department of our Schools an intelligible presentation of 
the most modern educational methods. 



SCHOOL OF PEDAGOGY 



57 



PEDAGOGICS OF CIVICS. 

Importance The importance of civics to every child that is to become a 
of Civics. citizen of our democratic country — to any child, indeed, that 

is to become a citizen of any country — is becoming more and 
more obvious. The accompanying necessity that the subject 
shall be taught in the best possible manner is equally apparent. 
These considerations have led our Schools to prepare a Paper 
on the "Pedagogics of Civics." This Paper contains minute 
and careful directions for teaching the subject, including all 
the latest and best methods that have been developed from the 
experience of our most efficient teachers. 

Besides this professional matter, the Paper contains a rapid 
outline of the civics that the teacher should know and the 
pupil should learn. On account of the growing closeness of 
dependence of national warfare upon the political intelligence 
of the citizen, we regard this as one of our most important 
Papers — one with which every teacher should be familiar. 



THE CORRESPONDENCE SCHOOL OF 
PEDAGOGY. 

PRICES OF SCHOLARSHIPS. 

It is understood that these prices include a set of Bound Vol= 
umes of the Instruction and Question Papers and Keys, of the 
student's course of study, fully indexed, and conveniently arranged 
for reference, printed on fine paper, pages 6 by 9 inches, and bound 
in half leather. These are given to the student in addition to, 
and independent of, the Instruction and Question Papers, in pam= 
phlet form, supplied to study from. These Bound Volumes are 
furnished to the student upon request, after the second payment 
has been made, the title remaining with us, however, until the 
Scholarship is paid in full. 



C curse f o r 
Superinten- 
dents, Prin- 
cipals and 
Teachers in 
P ublic and 
Private 
Schools, 
Tutors, etc. 



THE PEDAGOGICS OF ENGLISH BRANCHES SCHOLARSHIP. 

Price, $30.00 in Advance. $35. OO on the 

$5.00 Installnnent Plan. $/iO.OO on 

the $2.00 Installment Plan. 



SUBJECTS TAUGHT. 

Pedagogics of Arithmetic, Pedagogics of Orthography, 
Pedagogics of Grammar, Pedagogics of Geography, 
Pedagogics of History, Pedagogics of Civics, 

Pedagogics of Rhetoric. 



58 THE CORRESPONDENCE 



When sold on the $5.00 installment plan, the first payment 
is $5.00 and the balance is payable at the rate of $5.00 per 
month. 

When sold on the $2.00 installment plan, the first payment 
is $2.00 and the balance is payable at the rate of $2.00 per 
month. 

Additional charge for postage to students residing in 
countries of the Universal Postal tJnion, outside of the United 
States, Canada, and Mexico, $4.25 payable in advance. 

Students who complete all the subjects of the Pedagogics of 
English Branches Scholarship are awarded the Pedagogics 
of English Branches Diploma. 

TIME REQUIRED TO COMPLETE THE COURSE. 

It is impossible to say how long it will take to finish a 
Course because the progress of students is influenced by con- 
ditions never exactly alike. The time required depends upon 
natural ability, previous education, habits of application, and 
the time which can be devoted to study. 

SEPARATE STUDIES. 

Separate Studies Must be Paid for in Advance 
at the Following Rates: 

Pedagogics of Arithmetic, Price $6.00, 

Pedagogics of Grammar, Price $6.00, 

Pedagogics of History, Price $6.00, 

Pedagogics of Orthography, Price $6.00, 

Pedagogics of Geography, Price $6.00, 

Pedagogics of Civics, Price $6.00, 

Pedagogics of Rhetoric, Price $6.00. 



SCHOOL OF PEDAGOGY. 



59 



CATALOGUE OF STUDIES. 



Subjects. 



Subdivisions and Details of the Subjects. 



Pedagogics of 
Arithmetic. 

so Pages. 



f Part One, 43 Pages. — Introduction : Pedagogics, Special — 
Knowledge, Inductive Exercises, Law of Association, 
Correlation of Studies, Principal Object — Notation and 
Numeration : Introductory, Decimals, Orders, and Peri- 
ods — Rules, Roman Notation — Fundamental Rules : Ad- 
dition : Importance, Practice, Adding by Groups, Black- 
board Drills, Ledger Columns, Carrying — Subtraction : 
Borrowing, Methods, Blackboard Drill, Proofs— Multi- 
plication : Blackboard Drills, Proofs, Rule, Short Meth- 
ods, Aliquot Parts — Extension of Method, Squares, 
Precedence of Signs, Rules — Division : Blackboard Drills, 
Proofs, Rule, Divisors, Division and Partition, Short 
Methods, Rule, French Method of Long Division, Divi- 
sion of Decimals — Fractions : Introductory, Order of 
Topics, Concrete Problems, Preparing Lessons, Teacher's 
Preparation, Blackboard Drills, Written Work, Brief 
Analyses, Formulating, Special Methods, Inverting the 
Divisor, Rule — Compound, or Denominate, Numbers : 
Denominate Numbers, Order, Practical Measurements — 
Percentages : Formulas, Analyses, Importance of Per- 
centage — Interest : Formulas, Use of Formulas, Interest 
Tables, Compound Interest, Exact Interest, The Six Per 
Cent. Method, Annual Interest, Bank Discount and True 
Discount, Classification of Percentage, Partial Payments. 
Part Two, 37 Pages. — Advanced Subjects: Omissions- 
Proportion : Transformations, Cause and Effect — Evolu- 
tion : Methods, Square Root, Cube Root, The Fourth 
Root, Roots of Fractions, Geometrical Illustration of 
Square and Cube Root, Evolution by Factoring, Reduc- 
tion of Radical Forms— Mensuration : Formulas in Men- 
suration, The Circle, The Sphere, Application to Other 
Magnitudes — Miscellaneous: Leap Years, Right-Angled 
Triangles, Arithmetical Progressions, The Metric System, 
The Meter— Logic and Psychology— Methods of Reason- 
ing : Induction, Deduction, The Sylogism— Report of the 
Committee of Fifteen— Correlation of Studies, Discussion 
of the Report, Apperception— Psychology : Division of 
The Mental Faculties, The Presentative Faculty, The Con- 
servative Faculty, The Reproductive Faculty, The Rep- 
resentative Faculty, The Elaborative Faculty, The Regu- 
lative Faculty, Order of the Development of Faculties, 

L Schedule of Studies, Program. 



60 



THE COERESFONDENCE 



Pedagogics of 
Grammar. 

156 Pages. 



f Part One, 33 Pages. — Introduction — General Remarks : 
Definition of Language, Definition of Grammar, English 
Grammar — Textbooks : The Latest Textbooks, Value 
and Use of Textbooks, What to Omit from a Textbook 
on Language and Grammar, What a Textbook on 
Language and Grammar Should Contain, Etymology, 
Syntax, Sentences Combined in Composition, Rhetoric, 
Prosody, Punctuation and Capitals — The Sentence — 
General Considerations : The Unit of Thought, Saxon 
Words, Classification of Sentences With Respect to Use, 
Classification of Sentences With Respect to Form, Sub- 
ject and Predicate — Analysis of Sentences : Analysis by 
Mapping, Analysis by Diagrams, Review of Details — 
Meaning of Terms : What is Meant by Modification, 
The Word Qualify, The Word Limit, General Modification. 
Pakt Two, .39 Pages. — The Sentence — Ambiguity: Ambi- 
guity from Restrictive and Coordinate Clauses, Who, 
Which, and That, Use of Pronouns — Sj^nthesis : Synthesis 
of Sentential Elements, Sentence-Building, Order of 
Sentential Elements, Common Usage, Synthesis of Com- 
plex Sentences — Summary : Tabular Classification of 
Sentences, Remarks on the Table — Special Constructions : 
Pleonasm, Other Forms of Pleonasm — False Syntax : 
Error as an Example, Some Illustrations, Collections for 
Correction — Accumulating and Correcting Our Vocabu- 
laries : How Words Get Into Our Vocabulary or Out of 
It, Enlarging the Pupils' Vocabulary, General Remarks — 
Etymology and Syntax — Preliminary Remarks : Mean- 
ing of Etymology, Method of Treatment, Etymology 
and Syntax Should be Treated Together, Comparative 
Importance of Sentential Elements, Terms Used by 
Writers on Grammar — The Noun : Introductory, Grada- 
tion of Treatment, Definitions of the Noun, Classes of 
Nouns, Infiection of Nouns, Person, Number, Genders, 
Etymological Parsing, Sex and Gender, Cases. 
Part Three, 40 Pages. — Etymology and Syntax — ^The Noun : 
What is Meant by Relation, Number of Cases, Table of 
the Noun — The Pronoun : Definition of a Pronoun, 
Classes of Pronouns, Adjective Pronouns, Absolute 
Possessive Pronouns, Ambiguity from the Use of Pro- 
nouns, Compound Pronouns, Table of Pronouns, The 
Relative What — The Adjective : Derivation and Office, 
Definitions of the Adjective, Classification of Adjectives, 
Articles, Table of the Adjective, Remarks on the Table, 
Comparison of Adjectives, The Positive Degree, Other 
Expressions of Comparison, Extremes and Means Among 
Words, Antonyms by Prefixes, Forms of the Compara- 
tive and Superlative — The Verb : Preliminary Remarks, 
What is Here Proposed, Definition of the Verb — Classifica- 
tion of Verbs : Regular and Irregular Verbs, Remarks 
on the Regular Verb, Remarks on the Irregular A^erbs, 
Redundant Verbs, Defective Verbs, Verbs Active-Transi- 
tive, Active-Intransitive and- Neuter, Omitted Elements, 
Other Transitive Forms, When a Verb is to be Regarded 
as Transitive, Neuter Verbs, Remarks on the Foregoing 
Classification, The Term Active as Used in Grammar, 
Drill with Irregular Verbs, A Daily Work. 



SCHOOL OF PEDAGOGY, 



fil 



Pedagogics of 
Grammar. 

156 Pages. 

(Continued.) 



Pedagogics of 
History. 

70 Pages. 



Part Four, 44 Pages, — The Verb — Modes of Verbs : Pre- 
liminary Remarks, Predicating Action or Merely Assu- 
ming It. The Indicative Mode, The Potential Mode, The 
Imperative Mode, The Subjunctive Mode, Definition of 
the Subjunctive Mode, Knowledge of the Subject That 
Teachers Should Have, Examples of the Subjunctive 
Mode, Remarks Upon the Foregoing, Subjunctive Mode 
Has But Vague Reference to Time, The Infinitive Mode, 
Subject of the Infinitive, The Sign of the Infinitive, The 
Sign To Regarded as a Preposition, The Sign To as Part of 
the Infinitive, Complements of the Infinitive, The Time 
Denoted by the Infinitive — The Participles : Prelimi- 
nary Remarks, Classification of Participles, Table of 
Participles, Remarks, Degrees of Assumed Predication of 
iParticiples, The Future Participle — The Tenses of Verbs : 
Definition, Present Tenses, The Past Tenses, The Future 
Tenses, Passive Progressive Forms, The Emphatic Present 
and Past Tenses, Summary of the Tenses of the Indica- 
tive Mode, Synopses of All the Modes, Auxiliary Verbs, 
Shall and Will, Fundamental Meaning of Shall and Will, 
Shall and Will Denoting Determination, Shall and Will 
Denoting Mere Futurity, Collections of Examples, Table 
of the Verb — The Adverb : Office of the Adverb, Adjec- 
tives and Adverbs in Their Relation to Verbs, Classification 
of Adverbs According to Their Use, Responsives, Classifica- 
tion of Adverbs According to Their Meaning, Adverbial 
Adjectives, The Position of the Adverb, Table of the 
Adverb— The Preposition : Definition of the Preposition, 
Phrases, Preposition Used Adverbially, Government by 
Prepositions, List of Prepositions, Use of Prepositions 
With Certain Words, Misuse of Certain Prepositions, 
Table of the Preposition— The Conjunction : Connec- 
tives, Coordinate or Coordinating Conjunctions, Subordi- 
nate or Subordinating Conjunctions, Corresponsive or 
Correlative Conjunctions, The Adverbial Element in Con- 
junctions, Table of the Conjunction— The Interjection : 
Interjections Not a Part of Speech, Interjections Gener- 

[ ally Echo the Sense, Division of Interjections Into Classes. 

f General Remarks : Forms of Written Thought, Descrip- 
tion, Narrative, Exposition, Argument, Three Forms of 
Composition of Which History Consists, Unilineal and 
Multi lineal Writing, Unsatisfactory Textbooks on His- 
tory, The Dislike of Children for the Study of History, 
A General Principle in Teaching, History Difl^cult to 
Teach Well, The Purpose in the Study of History, The 
Teacher Must Know His Subject Thoroughly, How a 
Teacher Should Regulate His Reading, Prose Quotations 
and Poetry, Time Given in Our Schools to the Study of 
History— Methods of Studying History : Method a 
Necessity in Studying and Teaching, The Teacher Must 
Create Among His Pupils a Taste for Historical and Bio- 
graphical Reading, Concerning the Supplying of Books of 
Reference in Country Districts, How History Lessons are 
Usually Learned, How History is Usually Recited, The 
Preparation of a Lesson from a Textbook, Relics and 
Mementoes, Historical Use of Poems and Ballads, 



62 



THE CORRESPONDENCE 



Pedagogics of 
History. 

70 Pages. 

(Continued.) 



Reviews, Historical Recreations — Methodology : Descrip- 
tion of the Various Methods of Teaching History : Any 
Method Used Exclusively Becomes Monotonous, Many 
Methods of Procedure in History, The Catechetical 
Method, The Memoriter Method of Study and Recitation, 
The Topical Method, Extension of the Meaning of the 
Term Topical, The Laboratory Method, Remarks, His- 
torical Clubs, Interest in Historical Study May be 
Increased by Public Librarians, The Lecture Method, 
Remarks on the Lecture Method, Ethical Criticism, Test 
of the Power of Inference, Method of Developing the 
Historic Sense, A Specimen Lesson in a German School, 
Underlying Principles of the Lesson, Methods Securing 
Desired Ends, Remarks Upon the Foregoing Illustrative 
Lesson, The Biographical Method as Advocated by Her- 
bart and Others, Some Reasons for Beginning History 
Early, The Comparative Method, Remarks on the Com- 
parative Method, Other Methods, The Eclectic Method, 
Conditions of Success, Observations Upon Methods — 
Relation of History to Other Subjects : Preliminary Con- 
siderations : Vastness of the Subject of History, Division 
of Labor in Teaching, Objections to Specialization in 
Mental and Physical Training — Correlations of History r 
Interrelation of Subjects of Study, Meaning of the Term 
Correlation, Committee of Fifteen, Remarks Upon Quo- 
tations from the Report of the Committee of Fifteen, Cor- 
relation of History with Geography, Correlation of His- 
tory with Sociology and Political Science, Correlation of 
History with Ethics, Conclusion. 



Pedagogics of 
Ortliograpliy. 

Pedagogics of 
Geograpliy. 

Pedagogics of 
Civics. 

Pedagogics of 
Rhetoric. 



In course of preparation. 



In course of preparation. 



In course of preparation. 



In course of preparation. 



SCHOOL OF PEDAGOGY. 63 



SAMPLE PAGES OF INSTRUCTION AND QUESTION PAPERS. 

We do not send out Instruction and Question Paper for examination. 
Intending sttidents can learn how they are written and iUustrated and 
the subjects treated in them, from the following sample pages : 

Sample Page of Instruction Paper. Subject — Pedagogics of 
Arithmetic. 

24. Short Methods. — The teaching of short methods with 
any but advanced pupils is perhaps neither wise nor necessary. 

The teacher, however, should be familiar with the more use- 
ful of them. It is economical of time and effort for the teacher 
to be able to perform mentally, or very rapidly, examples 
assigned to the class. Moreover, the teacher begets thereby an 
increased confidence and esteem on the part of the class. 

(1) Example.— Multiply 2,345 by 729. Also, 2,.345 by 936. 

Solution.— 2345 2345 

7 2 9 9 3 6 



21105 = « 21105 =a 

168840 =aX8 84420 = aX4 



1 709505 2194920 

ExPLANTiON. — 729 times a number equals 9 times the 
number, plus 80 times 9 times the number. The unnecessary 
cipher is omitted. 

Again, 936 times a number equals 9 times 100 times the 
number, plus 4 times 9 times the number. The two unneces- 
sary ciphers are omitted. 

(2) Example.— Multiply 2,345 by 999. Also, 2,345 by 995. 

Solution. — 

2345000 = 1000 times the number. 
2 3 4 5= 1 times the number. 



2342655= 999 times the number. 

Solution. — 

2345000 = 1000 times the number. 
117 2 5= 5 times the number. 



2333275= 995 times the number. 



64 



THE CORRESPONDENCE 



Sample Page of Instruction Paper. Subject — Pedagogics of 
Arithmetic. 

Solution.— 

2345 000 = 10000 times the number. 
18 7 6 0^ 8 times the number. 

23468760 = 10008 times the number. 
(4) Example. — Multiply 43 by 56. Also, 67 by 54. 
Solution. — 4 3 6 7 

5 6 54 



24 8 



3618 



Explanation.— There are three steps in each process. 

In the first example, 

(a) 6 times 3 ^ 18 ; write 8 and carry 1. 

(&) 6 times 4 + 5 times 3 + 1 = 40 ; write and carry 4. 

(c) 5 times 4 4- 4 = 24 ; write 24. 

The steps of the operation are indicated by the symbols on 
the right. 

Most of the cases of written multiplication in actual business 
are of two figures by two figures. It should, therefore, l)e 
taught in the classroom. The extension of it to a greater 
number of figures, while valuable to the teacher, need not be 
taught to the class. ' 

(5) Example. — Multiply 734 by 456. 

Solution.^ — 7 3 4 

■ ■ - 2 5 6' 




18 7 9 4 Ans. 
Explanation.— There are five steps in the operation: 

(a) 4 X 6 = 24 ; write 4 and carry 2. 

(b) 3 X 6 + 4 X 5 + 2 = 40 • write and carry 4. 

(c) 7 X 6 + 4 X 2 + 3X 5 + 4 = 69 ; write 9 and carry 6. 
(f/) 7 X 5 + 3 X 2 + 6 = 47 ; write 7 and carry 4. 

(e) 7X2 + 4^18; write 18. 

The symbols on the right indicate the successive steps of 
the process. This method is applicable whatever may be the 
number of figures. 

25. Aliquot Parts. — The method of abbreviation by 



SCHOOL OF PEDAGOGY. (io 

Sample Page of Instruction Paper. Subject — Pedagogics of 
Arithmetic. 

79. liiglit- Angled Triangles. — Every teacher who has 
undertaken to make a class familiar with the properties of the 
right-angled triangle has felt the need of having some method of 
finding numbers so related that the square of one shall be equal 
to the sum of the squares of two others. The numbers 3, 4, and 
5, and equimultiples of them are well known to be such, but are 
there any others? This matter has engaged the attention of 
mathematicians for centuries, with the result that we have many 
celebrated rules for finding such numbers. Among them are : 

Pythagora.y' Rule. — Let n = any odd numl:)er ; then will — ^^ — 

■»'+ 1 
and — ^ — be the other two numbers. 

jl^ 1 .,j,2_|_ I 

Thus, let ;;== 7 ; then — ^ — = 24, and — ^ — = 25 ; and 
24"^ _^ 7^ = 251 

Platans Rule. — Let n = any even number ; then -; 1 and 

■I • ' 4 

n 

—. — 1-1 will be the other two numbers. 
4 

Thus, let 11=10; then ^ — 1 = 24, and ^ + 1 = 26 ; and 

10'"' + 24' = 261 

EmikV s Rule. — Let.i; and y be any numbers, l)oth odd or both 
even, such that their product is a perfect square. 

Then the numbers are V xy., — ^r-^, and — ^r-^. 

Thus, let X = 27 and y = 3 ; then V xy = 9, ^ ^ ' = 12, 

and '^^^ = 15 ; and 9' X 12'^ = 15^ 

But the following method, used by the writer, will i)cr]ia})s be 
most useful in practice. 

Take any fraction and its reciprocal. 
The three numbers will be : 



66 THE COERESPONDENCE 



Sample Page of Instruction Paper. Subject— Pedagogics of Grammar. 

Nearly every author of a work on grammar or language 
lessons has a scheme of picturing minutely the relations that 
exist among the words, phrases, and clauses that are united to 
form sentences. Almost all of these schemes are open to 
objection, and the difficulties that beset the subject are not easy 



1. The (earth) [is] round. 



D 



2. (Barabbas) [was] a robber. 



Jl \ 

3. (Paul), the apostle, [preached] upon Mars Hill. 



~IV 



4. (That the (earth) [is] round) [is] no longer [disputed]. 



+ j: I I iL 

5. (He) [died] >when the (tide) [went] out. 

1: ~i 

to remedy. Sentences should not be dismembered in analysis, 
but should be preserved just as their authors left them. More- 
over, the scheme of analysis should be so simple as to be easily 
intelligible. The author ventures to offer the foregoing examples 
of sentential analysis — -examples first and explanation after- 
wards. It may be accompanied, or not, by the general mapping 
of sentences, as already explained. 

Enough has been given to indicate fully the method of 
analyzing sentences without dismembering them. Several 
eminent writers on education insist that this should be realized 
in every system of diagrams. Doubtless some better method of 
doing this may be found later ; but, for the present, the writer 
knows of nothing better. 

19. Review of Details. — 

The subject is enclosed in a parenthesis, ( ). 
The "predicate is enclosed in brackets, [ ] • 



SCHOOL OF PEDAGOGY. 67 



Sample Page of Instruction Paper. Subject — Pedagogics of Grammar. 

Subordinate clauses are separated from principal clauses by 
the sign of inequality opening on the side of the principal 
clause, Principal > Subordinate. 

Clauses of equal rank are separated by the sign of equality, 



•> 



If a subordinate clause intervenes between two principal 
clauses, the sign of equality should precede the latter. 
= > < = . 

Independent word or phrase elements are indicated l>y a wavy 

Objects of transitive verbs are shown by two parallel lines 

below, 

A modified element is marked by an arrow connected by a 

line with its modifier, 

i^ t. 

A predicate noun is denoted by two lines above it. A predi- 
cate adjective is shown by a straight line above a wavy line, 
- . — : — These lines may be either above or below 
the predicate adjective, according to the exigencies of the 
diagram. 

A conjunction is indicated by the sign, +. The same sign is 
used to represent any other connective, as the relative pronoun 
or the conjuctive adverb. The additional function of either 
of these latter may be indicated as explained above. 

The writer believes that teachers will find the foregoing a 
system that will work well in the classroom. At any rate, it 
will escape the objection that it separates the sentence into 
fragments that the pupil cannot properly recompose. Professor 
Bain is especially emphatic in his criticism of those methods of 
making diagrams that displace the words from their stations 
in sentences. This method is as readily applicable to very 
long sentences and to paragraphs as to the shorter sentences 
usually found in our grammars. A very valuable use of it can 
be made by requiring pupils to copy and analyze long passages 



68 THE CORRESPONDENCE 



Sample Page of Instruction Paper. Subject— Pedagogics of Grammar. 

92. Brill witli Irregular Verbs.— It has been stated 
that most of our errors of speech come from a misuse of the 
irregular verbs. The best practical way in which to remedy 
this state of things is by frequent oral drills ; for it is by hearing 
the correct forms, not once or twice, but many times, that we 
learn to use them. It is not by studying grammar that we learn 
to speak in conformity with its rules and principles, but by 
hearing much, reading much, and speaking much. No teacher 
should imagine that he has taught the verb well unless his 
pupils can give the principal parts of all the irregular verbs in 
common use. In addition, his pupils should be persistently 
exercised in such drill work as is indicated below : 

Subjects. Principal Parts. Comjylements. 

I 1 



We 
He 

She 
They 

It 
Henry 
The girls j 



f my work carefully, 
has 1 I the best I can (could), 

do, did, have V done -j my work this morning, 
had J I the task yesterday. 

[ the example many times. 



The foregoing will suggest what should be put upon the 
blackboard for any irregular verb. The pupil should be 
required to make a complete statem,ent with each subject when 
the verb form and the complement are indicated by the teacher. 
Later, the statement may be converted into a question. Thus, 

_rdo my work carefully. We do our work carefully. He does his work 
carefully. Etc. 

Do I do my work carefully? Do we do our work carefully? Does 
he, etc. ? 

The progressive statement and the progressive question may 
constitute a third and a fourth variety of exercise. Thus, 

I am doing, etc. We are doing, etc. 

Am I doing the best I can ? Etc. 

By turning the same drills into the negative form and abbrevi- 
ating, we get a much needed drill with l^m not doing, I don't 
do., He doesn' t do. He isn' t doing. The question with not naturally 



SCHOOL OF PEDAGOGY. 



G9 



Sample Page of Instruction Paper. Subject — Pedagogics of Grammar. 



THE TENSES OF VERBS. 

117. Definition. — Tense is a variation in the form or 
use of verbs and of verb-phrases to denote difference in the time 
and degree of completeness of the expressed action. After what 
has already been said on this subject, the student will understand 
how slightly the idea of time is denoted by tense forms, except 
in the case of the indicative mode. It is, however, in all the 
modes, best to observe a uniformity of names, even though their 
signification of time varies. 

In order to prepare for a better understanding of the sulgect 
of tense in general, the writer has thought best to prc^sent first 
the tenses of the indicative mode. The following diagram will 

Tense ft. 




be found useful in furnishing the pui)ils with clear notions on 
this somewhat puzzling matter. The diagram should l»e placed 
upon the blackboard, to be explained by teachers and pupils. 

118. The Present Tenses. — The shaded part of the 
diagram is intended to show that the word iwesent in ordinary 
speech does not mean now — this imtant. Notv is, as it were, a 
steadily-moving mathematical point ; the present is a variable 
portion of time on both sides of now. Thus, Ave say this mimite, 
today, the present month, this year, century, epoch, etc. To "act 
in the living present," human beings need more than this 
mathematical now. Strictly speaking, there is no present time — 
all being past or future. So that we use the word prresent, both 



70 THE CORRESPONDENCE 

Sample Page of Instruction Paper. Subject— Pedagogics of History. 

21. Ho^w^ History is TJsually Recited. — There are two 
principal methods of "conducting recitations" that are thor- 
oughly and unmitigatedly bad. Each of these has its slight 
modifications. These methods are : 

(I) The Verbatim Recitation. — Let us suppose that the class 
is ready to recite. The work begins by the teacher's asking, 
"Who can tell me where the lesson today begins and where it 
ends?" He opens the history at the place indicated by the 
pupils, most of whom are not able to answer his question. 
This preliminary question indicates clearly that the teacher 
himself is not prepared for the recitation. If he were not 
provided with a textbook, he would be utterlj' unable to "hear 
the recitation. ' ' The pupils, too, must have their books under 
their desks in order to get the cue when they are about to be 
called to recite. 

"John, you may begin with Lincoln's Administration," says 
the teacher. John recites. ' ' Very good, John, except that you 
said institution for inauguration, and you left out through Balti- 
more.'''' While John recited, the teacher followed the text with 
his index finger. John is pleased and shows it, for the teacher 
said, "Very good!" That miscalled word and the omitted 
phrase did not count either with John, the class, or the teacher. 

"Next; tell us about . " And so the pitiful exhibition 

goes on. John, of course, doesn't know the meaning of this 
farce ; nor does his teacher, for if he did, some better way would 
be found. John and his parents think themselves fortunate in 
having a teacher so exacting, one that compels the "scholars" 
to study their lessons. The teacher takes occasion to congratu- 
late the parents on having so studious a son — and he really 
means it. 

(II) The Question- and- Answer Recitation. — For this species of 
recitation, less preparation on the part of the pupil is required 
than is necessary with the method described above. He must 
learn the dates, and the meaning of the text suflficiently to be 
able to identify the teacher's questions with the several portions 
of the text. If the teacher is more than usually obliging — or 



SCHOOL OF PEDAGOGY. 7J 



SPECIAL PRICES FOR TWO OR MORE SCHOLARSHIPS TO THE SAME 

PERSON. 

A considerable reduction in the prices of Scliolarships will be made to per- 
sons who wish to purchase more than one Scholarshipat the time of enrolling. 
Thus, for instance, a special rate will be made on the Full Scholarship in The 
Correspondence School of Mines and the Complete Mechanical Scholarship 
of The Correspondence School of Mechanics, or two or more of any of the 
Scholarships. Intending students, wisliing to enroll for more than one Schol- 
arsliip at the same time, should write, asking for prices. 

SPECIAL PRICE TO STUDENTS WHO WISH TO ENROLL IN OTHER 
SCHOLARSHIPS. 

A considerable reduction in the price will be made to students already 
enrolled who wish to enroll in one or more additional Scholarships. 

CHARGE FOR TRANSFERRING SCHOLARSHIPS. 

When students wish to be transferred from one Scholarship to another of the 
same price, and where the work already done is all included in the Course to 
which they desire to be transferred, the charge for transfer will be one dollar. 
In all other cases a special price will be made, which can be ascertained by 
writing to the Schools. 

Price List of Writing Materials and School Requisites, Sold by The Technical Supply Co., 

Scranton, Pa., Which Can be Ordered Through The Colliery Engineer Co. 

Postage Stamps Accepted in Payment for Any of These Goods. 

NWRITING PAPER. 

Good light linen paper, 13 x 82 inches, for the use of the students in writing 
their answers to Question Papers. This paper will largely reduce the student's 
postage bill. It can be ordered through The Colliery Engineer Company. 

100 sheets by mall (postage paid) ^0.45 

" " " " " 1.15 

" " " 8.85 

express (purchaser to pay expressage) 0.30 

" " " " 0.80 

" " " " 1.50 

SMOOTH-FINISHED FOOLSCAP PAPER. 

The following prices are charged for smooth-finished foolscap paper which 
is required for the work in penmanship : 

50 sheets hy mail (postage paid) $0.85 

100 " " " " " 45 

50 " '' express (purchaser to pay expressage) .16 

100 " " " " " " .88 

PENS, PENHOLDERS, AND OUTFITS. 

The following materials will be furnished at the prices named : 

3 double-poiuted ruling pens (postage paid) $0.10 

Bank penholders, by mail (postage paid) 08 

1 dozen Gillot's pens. No. 404, (postage paid) - .lO 

1 " Spencerian pens, No. 1, '' " .10 

An outfit consisting of 1 penholder, one-half dozen Gillot's pens, 
one-half dozen Spencerian pens and 50 sheets of paper, fools- 
cap size 40 

The above outfit, with 100 sheets of paper, instead of 50 sheets .GO 



850 




500 




100 




850 




500 





72 THE COERESPONDENCE 



RUBBER HAND STAMPS. 

We have made arrangements whereby we can supply at a low price Rubber 
Hand Stamps, containing the names, addresses, and class letters and numbers 
of students. One of these stamps will be found a great convenience. 

By using it on the stationery the necessity of writing the full name and 
address, and class letter and number, in every communication sent to the 
School, is dope away with. 



W.E. VillingeVy 

1015 Louisia St., 
Williamsport, Pa, 




The stamp can be used for signing letters and also for putting the name and 
address on the upper left-hand corners of envelopes, thus avoiding all possi- 
bility of errors or delay. 

For miscellaneous work the portion of the stamp bearing the class letterand 
number can be omitted, if desired, by holding the corner of a square piece of 
paper over that part of it when using it. 

The stamp is made of hard rubber, neatly and firmly secured to a strong and 
serviceable handle. It is about 2Y' in length (somewhat larger than the 
above illustration) and will be sent to any address, together with a self-inking 
pad for use in connection with the same, for 50 cents, postage paid. 



BINDERS FOR INSTRUCTION AND QUESTION 
PAPERS. 

The Instruction and Question Papers of the School should be kept together 
and preserved as clean as possible. To aid in doing this. Cloth Binders &Y^ x 
91^'' size have been prepared and are furnished by The Technical Supply Com- 
pany, Scranton, Pa. The Binders can be ordered through The Colliery 
Engineer Company. Price, per set, 11.00 ; postage paid, $1.18. When order- 
ing Binders, please state the Course of Scholarship for which you wish them. 

FOUNTAIN PENS. 

A good fountain pen is a great convenience to a student, as the answers to 
the Question Papers must be written in ink. Such a pen can be carried in the 
pocket and requires filling only once in a week or ten days. The Technical 
Supply Company, Scranton, Pa., for $2.50, will send to any address, postage 
paid, a large-sized fountain pen, warranted by the manufacturers not to leak, 
or flood, or get out of order. The pen can also be ordered through The 
Colliery Engineer Company. 

Goods sent by mail at the purchaser's risk, unless an additional eight (8) 
cents for registering accompanies the order. 



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